Learning Awareness Research Articles

The Influence of Online Learning During the Covid-19 Pandemic and Parents' Attention to the Interest in Learning Business Economics for Class X PM Students of SMK PGRI 2 Denpasar

This study aims to determine 1) the influence of conscious learning during the Covid-19 pandemic on the interest in learning business economics for class X PM SMK PGRI 2 Denpasar students. 2) The influence of parents’ attention on the interest in learning business economics for students of class X PM SMK PGRI 2 Denpasar. 3) The influence of online learning during the Covid-19 pandemic and parents’ attention to the interest in learning business economics of class X PM SMK PGRI 2 Denpasar students. This research is ex post facto research and was carried out at SMK PGRI 2 Denpasar in class X PM majoring in business economics with a total population of 68 students. The data in this study were obtained using questionnaires. The analytical techniques used in hypothesis testing are simple linear regression analysis techniques and multiple linear regression analysis techniques. The results of the analysis showed that: (1) Online learning during the Covid-19 pandemic had a significant effect on students’ learning interests, and this was proven that the calculation of 18,627 was greater than the ttabel of 1668 (18,627 > 1668), and a significant value of 0.000 was smaller than 0.05 (0.000 < 0.05). (2) Parental attention also has a significant effect on students’ learning interest, where the calculation of 13,005 is greater than the ttabel of 1668 (13,005 > 1668) and a significant value of 0.000 is less than 0.05 (0.000 < 0.05). (3) Online learning during the Covid-19 pandemic and parental attention has a significant effect on student learning interest and this is evidenced where the calculation of 294,096 is greater than the ftabel of 3.14 (294,096 > 3.14), and has a significant value of 0.000 less than 0.05 (0.000 < 0.05). So that the proposed null hypothesis is rejected and the alternative hypothesis is accepted, which showed that there was a significant influence of online learning during the Covid-19 pandemic and parents’ attention to the interest in learning business economics of class X PM STUDENTS OF SMK PGRI 2 Denpasar. Meanwhile, the amount of contribution of free variables to bound variables was 0.897 or 89.70%, while the remaining 10.30% were influenced/explained about other factors that were not included in this study.
 Keywords: online learning during the Covid-19 era, parents’ attention, interest in learning

The Role of Morphological Awareness and Background Knowledge in Turkish EFL Learners’ Writing Ability

The Role of Morphological Awareness and Background Knowledge in Turkish EFL Learners’ Writing Ability

L2 learner awareness of Negative Polar Questions and potential/limitation of instruction

L2 learner awareness of Negative Polar Questions and potential/limitation of instruction

Students’ Multiple Language Use in an EFL Class: A Case at an English Education Department

This study investigates the languages, the status of languages, and the languages used for communication by EFL students. The participants of this study were fifty students in the fourth semester in the English Education Department of Universitas Muria Kudus (EED UMK). The data were collected using a questionnaire and analyzed qualitatively. The findings show that the students use nine languages, i.e., Javanese, Sundanese, Indonesian, English, Arabic, Chinese, French, Japanese, and Korean. Javanese, Sundanese, and Indonesian belong to their mother tongue, while Indonesian is their national language. Meanwhile, English, Arabic, Chinese, French, Japanese, and Korean are their foreign languages. English has been learned by the research participants since elementary school. At present, English is their major in the department. The students realize that their English intensity must be increased since English has become their major as EFL students. The students’ bilingualism belongs to an elite bilingual since the students learn and acquire the second language(s) through formal education or conscious learning. In the context of Javanese and Indonesian, simultaneous bilingualism is relevant. Related to English and Javanese or Indonesian, successive bilingualism is more relevant.

Raising learner awareness of L2 writing spaces: supporting researchers, teachers, and learners through system mapping

This work examines how system mapping, an established exploratory and analytic technique grounded in complex dynamic systems theory, can operate as a heuristic to increase learners’ language awareness (LA) and develop their L2 writing proficiency. Accordingly, this study addresses repeated calls in the instructed SLA literature for effective research methods that directly serve learners at the point of enquiry. That is, although related research often foregrounds learners and pedagogy rather than theoretical abstraction, questions remain about how participants benefit at the time data are collected. To explore this concern, this work engaged system mapping through a LA pedagogy and followed two intact university classes (one using system mapping, and one not: N = 30) over one semester. Comparative quantitative and qualitative analyses of learners’ narrative reflections and academic essay writing highlighted that system mapping facilitates the raising of ­learners’ LA in service of developing their writing. This work demonstrates how system mapping capitalizes on learning theories that support image-schematic interventions and underscores how system mapping engages with and advances LA pedagogy in service of researchers, instructors, and students alike.

Assessing Environmental Awareness and Conservation Behavior in Schools for Sustainable Development

Environmental awareness in learners is one of the most critical aspects that must be considered in our educational institutes to promote conservation learner behavior for sustainable development. Schools are places where children prepare for the real world and unpredictable future and best be inculcated conservation behavior to protect the environment. The study uses a qualitative approach. The study conducted in happy home school society campus at Karachi. This study is designed to explore the eco-friendly initiatives or practices this school is practicing for environmental awareness to promote conservation behavior in learners for sustainable development. Using purposive sampling, data was collected through semi-structured interviews and personal visits from the three teachers. The finding shows that this school is practicing different practices that help improve learners' environmental awareness to promote conservation behavior for sustainable development. This study will be helpful for the teachers and school management to know about such eco-friendly initiatives or practices to improve environmental awareness in learners that promote conservation behavior for sustainability because without traditional efforts and without protecting the environment, we can't achieve sustainable development.

Transforming adult education through critical feminist theory: Towards a critical consciousness learning model

AbstractIn this conceptual paper, I delve into the urgent necessity of reshaping adult education and advocate for the adoption of critical feminist theory as a foundational framework for the examination of adult education. Based on the theories of adult education and critical feminist theory, I argue that a critical feminist lens could help educators better support adult learners from diverse backgrounds and spark meaningful social change. Building on principles of ideology, consciousness, and standpoint from critical feminist theory, I propose a critical consciousness learning (CCL) model that challenges existing assumptions and inspires innovative research and practice. Ultimately, my objective is to empower adult educators to reimagine the landscape of adult education in a manner that champions principles of equity, inclusivity, and transformative learning, thereby ushering in a new era of adult education.

Spanish Phonological Awareness in Kindergarten Uniquely Supports Second-Grade English Morphological Awareness in Spanish-English Dual Language Learners.

This study investigated the longitudinal, cross-linguistic developmental relationships of phonological awareness (PA), letter identification (letter ID), and morphological awareness (MA) in 71 heritage Spanish-English dual language learners (DLLs) in kindergarten and second grade. Multiple linear regression was used to test if kindergarten Spanish and English PA (sound elision and sound matching) and letter ID significantly predicted later English MA (oral derived word stress judgment, oral derivational morpheme blending, written derived word decomposition, and morphologically complex word spelling) performance in second grade. Cross-linguistically, the PA skill of sound matching in kindergarten was the most reliable predictor of MA in second grade for Spanish-English DLLs. Spanish PA explained the majority of variation in oral MA skills in English. English PA was only uniquely predictive of written MA skills in English. Both the cognitive operation of sound sequence manipulation in PA (elision or matching) and the modality of morpheme representation in MA (oral or written) appear to mediate the transfer of metalinguistic knowledge in Spanish-English DLL development in early elementary school. Results are discussed within the context of classroom practices.

The Use of Gender-Marked and Gender-Neutral Forms: The Importance of Linguistic Corpora in Increasing the Linguistic Awareness of L2 Learners of English

The Use of Gender-Marked and Gender-Neutral Forms: The Importance of Linguistic Corpora in Increasing the Linguistic Awareness of L2 Learners of English

Learner satisfaction with synchronous and asynchronous virtual learning systems during the COVID-19 pandemic in Tehran university of medical sciences: a comparative analysis

BackgroundThe need for electronic learning and its systems, especially during specific circumstances and crises, is crucial and fundamental for users in universities. However, what is even more important is the awareness and familiarity of learners with different systems and their appropriate use in e-learning. Therefore, the present study was conducted to determine the satisfaction of learners with synchronous and asynchronous electronic learning systems during the COVID-19 period at Tehran University of Medical Sciences.MethodsThe present study was a descriptive-analytical study conducted cross-sectionally from the first semester of 2019–2020 academic year until the end of the second semester of 2021–2022 academic year, coinciding with the COVID-19 pandemic. The sample size was determined to be 370 students and 650 staff members using the Krejcie and Morgan table. The face validity and reliability of the research tool, which was a researcher-made questionnaire, was confirmed. Considering a response rate of 75%, 280 completed questionnaires were received from students, and 500 completed questionnaires were collected from employees. For data analysis, absolute and relative frequencies, as well as independent t-test, analysis of variance (ANOVA), and Post Hoc tests in the SPSS software were utilized.ResultsDuring the COVID-19 pandemic, both students and staff members at Tehran University of Medical Sciences showed a relatively decreasing level of satisfaction with electronic learning. There was a significant difference in satisfaction between these two groups of learners regarding electronic learning (P = 0/031). Learners were relatively more satisfied with the offline system called “Navid” compared to online learning systems. Among the online systems, the highest level of satisfaction was observed with the Skype platform.ConclusionAlthough learners expressed relative satisfaction with electronic learning during the COVID-19 period, it is necessary to strengthen infrastructure and provide support services, technical assistance, and continuous updates for electronic learning platforms. This can contribute to more effective and efficient utilization of electronic learning, especially during particular circumstances and crises, or in hybrid models combining online and face to face education and training.

The Study of Language Transfer in EFL Students’ Translation Work

Speakers of several native languages now use English as their common language. However, English learners struggle to understand the language, especially when it differs from their mother tongues. We can draw a connection between the aforementioned statement and how accurate language shift requires a solid understanding of English to understand translation. As a result, the study titled "The Study of Language Transfer in EFL Students' Translation Work" was considered. It is crucial to understand that language transfer is the main mechanism through which languages change from the source to the target language when we examine translation. A transfer is an effect brought about by the parallels and discrepancies between the target language and any other language that has already (and possibly inadequately) been learned, according to Odlin (1989: 27). During the process of learning a second language, language transfer is one of the strategies students use to communicate in that language, both consciously and unconsciously. This issue generally arises when learners are unsure about how to properly express themselves, and it may lead to grammatical errors because the two languages' rules do not coincide. Learners' utterances display various types and frequencies of language transfer (L2) depending on their first language (L1) and level of proficiency in the second language (L2). According to Wanderley & Demmans (2020), proficiency raises a learner's awareness of L2 rules and their application. A learner who is less skilled will employ a transfer more frequently.

From Compliance to Play: Enhancement of Phonemic Awareness Through Play-Based Learning Activities in Kindergarten

Phonemic awareness is a skill that begins developing from birth and continues to develop throughout a child’s early years. In the context of 21st-century learning, there is a growing demand for students to establish a solid foundation in this skill during their early developmental stages. Despite the recognized importance of phonemic awareness, there have been instances of low achievement in this area. This study aimed to assess the impact of incorporating play-based activities on improving phonemic awareness in kindergarten learners. The variables examined within phonemic awareness include letter sound fluency, blending, and segmenting. The study employed a quasi-experimental research design and utilized purposive sampling. A total of 20 kindergarten learners from Tangway Loob Elementary School participated in the study. The primary instruments for data collection were pre-tests and post-tests. The findings revealed that, before the implementation of play-based activities, kindergarten learners had a mean phonemic awareness score of 42.58, interpreting a moderate level of awareness. After the intervention, the learners attained a mean of 56.53, also interpreted as a moderate level of awareness. The analysis revealed a significant improvement in letter sound fluency and blending skills between the pre-test and post-test assessments. However, no significant difference was observed in terms of segmenting. In conclusion, this study demonstrated the effectiveness of incorporating play-based activities in enhancing the phonemic awareness of kindergarten learners. It is recommended that these activities be integrated into instructional practices to further develop phonemic skills, which serve as a crucial foundation for more advanced literacy skills.

Cybersecurity Challenges and Awareness of the Multi-Generational Learners in Nepal

Increased exposure to technologies has lately emerged as one of the everyday realities of digital natives, especially K-12 students, and teachers, the digital immigrants. Protection from cybersecurity risks in digital learning spaces is a human right, but students are increasingly exposed to high-risk cyberspace without time to cope with cybersecurity risks. This study, using a survey (N-891 students and 157 teachers) and in-depth interviews (27 students and 14 teachers), described the students' cybersecurity-related experiences and challenges in Nepal. This study revealed that the school’s cybersecurity support system is poor and teachers has very low awareness and competencies to protect students from cybersecurity-related challenges. To create a safe cyberspace for learners, it is urgent to enhance the cybersecurity awareness and skills of teachers, as the existing infrastructure is weak and there is a significant gap related to the cybersecurity awareness between students and teachers. Poor cybersecurity is one of the significant barriers to the quality of education in Nepal. In the age of information and technology, effective collaboration among parents, teachers, and students, the multi-generational learners, is the prerequisite for ensuring children's rights to learn in all settings including cyberspace.

Measuring STEM Career Awareness and Interest in Middle Childhood STEM Learners: Validation of the STEM Future-Career Interest Survey (STEM Future-CIS)

Measuring STEM Career Awareness and Interest in Middle Childhood STEM Learners: Validation of the STEM Future-Career Interest Survey (STEM Future-CIS)

A meta-analysis of training effects on English phonological awareness and reading in native Chinese speakers.

Enhancing English phonological awareness is critical in promoting native English speakers' reading development. However, less attention has been paid to the role of phonological awareness development for English language learners in a logographic context. This meta-analysis aims to evaluate the effectiveness of training native Chinese speakers' English phonological awareness and reading across age groups. Thirty-three articles, including 37 independent samples, were identified as training studies that reported English phonological awareness as an outcome measure, and 16 articles, including 17 independent samples, featured training studies that reported reading as an outcome measure. Results based on a random-effect model revealed the effect sizes for overall English phonological awareness (including English syllable awareness, phoneme awareness, and rhyme awareness) and overall reading (including word reading and pseudoword reading) were g = 0.651 (n = 3137) and g = 0.498 (n = 1506), respectively. Specifically, instructional training exerted a small impact on word reading (g = 0.297), moderate effects on syllable awareness (g = 0.468) and pseudoword reading (g = 0.586), a medium to large effect on phoneme awareness (g = 0.736), and a large impact on rhyme awareness (g = 0.948). The moderator analyses yielded several significant findings. Regarding the English phonological awareness outcome, programs integrating lexical semantic knowledge exhibited the largest trend in enhancing native Chinese speakers' skills. Among all age groups, upper elementary students benefited most from instructional training. Furthermore, more intensive training had a greater impact than less intensive training. In terms of the reading outcome, similar to English phonological awareness findings, upper elementary students realized the greatest improvements. Additionally, unpublished articles indicated a larger training effect on reading than published ones. These findings provide practitioners with guidelines for delivering effective instruction to promote phonological awareness and reading ability for English language learners in a logographic language context.

Analysis of Move-Related Epistemic Stance in English and Chinese Abstracts by Chinese Second Language Learners

Based on the genre analysis approach, this study examines the consistency of epistemic stance information in the English and Chinese abstracts of 100 dissertations written by CSL (CSL) learners using the stance analysis framework proposed by Biber et al. (1999). It was found that the English-Chinese abstracts of dissertations written by CSL learners showed a similar structure of macro-moves. In terms of overall frequency, there are more awareness stance markers in Chinese abstracts than in English abstracts, but there are different degrees of non-consistency among the six categories of stance markers in each discourse move, which affects the credibility of the abstracts to a certain extent. This study aims to improve the awareness of CSL learners of epistemic stance markers, enhance their awareness of stance construction in cross-linguistic academic discourse, and improve the quality of their cross-language academic abstract writing.

Developing critical geopolitical awareness in management education

The impact of geopolitics on business activities is an undeniable reality, as reflected in the fact that a growing number of companies consider geopolitical risks as a substantial risk to their cross-border operations. Against this background, this article advocates developing the critical geopolitical awareness of management learners to allow them to better understand the risks and challenges posed by the rapidly changing and highly uncertain external environment. After explaining the specificities of the critical geopolitical approach, we discuss three selected case studies that show how it can be applied to complex crisis situations in which companies can become involved. We then highlight how developing critical geopolitical awareness could be beneficial to management learners as part of an incremental critical learning process. The latter is presented as a three-step process, aiming to: (a) increase knowledge of the international and local context by using the triangular framework of analysis (space-power-representations), which provides a deeper understanding of the external environment and how the strategies of both state- and non-state actors may affect business activities; (b) enrich traditional political risk models with a relational and multiscale approach to geopolitical risk; and (c) reconsider the role of corporate leaders and companies as (geo)political actors.

The Influence Of Phonological Awareness On Early Literacy Development

Phonological awareness, defined as the ability to recognize and manipulate the sounds of language, has been widely recognized as a critical factor in early literacy development. This article aims to explore the influence of phonological awareness on the acquisition of reading and writing skills during the early stages of education. The research examines the relationship between phonological awareness and various aspects of literacy, including decoding, spelling, and reading comprehension. Numerous studies have demonstrated a strong correlation between phonological awareness and early literacy outcomes. Children with well-developed phonological awareness skills exhibit better phonemic awareness, word recognition, and reading comprehension abilities. Conversely, deficits in phonological awareness often manifest as difficulties in decoding words, spelling, and overall reading proficiency. The article further investigates the instructional strategies and interventions that can enhance phonological awareness in young learners. Effective techniques, such as phonemic awareness exercises, explicit instruction, and multisensory approaches, are discussed. Additionally, the article highlights the significance of early identification and intervention for children at risk of phonological awareness difficulties. Understanding the impact of phonological awareness on early literacy development is crucial for educators, parents, and policymakers. By recognizing the importance of phonological awareness and implementing appropriate instructional practices, it is possible to foster strong foundations for reading and writing skills, ultimately supporting children's overall literacy achievement.

Knowledge, awareness, and perception of senior high school learners towards nuclear energy: A South African case study

This study investigated senior South African high school students’ levels of knowledge, perception, attitude, and awareness toward nuclear energy using paper-based, semi-structured questionnaires and digital data collection instruments through online Google forms. The sample consisted of 100 high school students from two schools. Fifty students were chosen from a public school, and fifty students were selected from a private/independent school. It was found that regardless of the type of school, students showed little to no knowledge, low awareness, and significant ignorance of nuclear energy. The majority of students had never heard of nuclear energy. In terms of initial exposure to the concept of nuclear energy, private school learners seemed to have been exposed to the industry more through television. In contrast, for public school learners, educators were their main sources of introduction. Conversely, the perception of this form of energy is much more positive in private schools than in public schools. This study highlights the existence of a severe gap in high school education regarding the teaching and learning of nuclear energy. Hence, an energy-cognizant curriculum is needed to bridge the gap in both public and private schools.

MOTIVATION AND UNCERTAINTY IN SECOND LANGUAGE ACQUISITION: COHERENCE AND DISRUPTIONS IN ONLINE COMMUNICATION WHILE LEARNING ROMANIAN IN NORTH MACEDONIA

Recent initiatives to promote digital education exhorting in literacy and soft skills as computational thinking have required redefining curricula, teaching and learning methods adapted to a new channel of communication. Less attention has been paid to the psychological dimensions of learning and teaching Romanian as a second language, especially to language awareness and motivation of learners in the field. Beginning with what is generally known as communication schemata and ethnography of communication this article analyzes the strategies used in a narrow strip of learning and teaching Romanian as a foreign language in North Macedonia through online classes and workshops of lexicography and translations.