Difficulties For Learners Research Articles

베트남인 학습자의 한국어 조사 오류에 대한 연구

Korean postpositions, along with endings, are linguistic units that foreign learners have difficulty learning and using completely. This is because postpositions and endings are the main grammatical forms in Korean. Current Korean school grammar treats postpositions as a category of words, but not endings. However, many grammarians do not raise major objections to viewing postpositions as grammatical forms with similar characteristics to endigs. For this reason, postpositions have many difficulties for Korean learners to use correctly. This study was conducted with the purpose of identifying the extent to which Vietnamese learners make errors in the Use of Korean postpositions according to their learning period or TOPIK level. The purpose of this study was based on the premise that Korean postpositions, along with endings, have strong characteristics as grammatical forms, making it difficult for Korean learners to use them correctly. The results of the one-way ANOVA between the learning period and the number of postposition errors of Vietnamese Korean learners in this study yielded significant values. However, it was confirmed that there was a ‘low positive correlation’ between the learning period and the number of postposition errors of the Vietnamese Korean learners. Because of this, it was difficult to be certain that the two were clearly related. The one-way ANOVA on the number of postposition errors by TOPIK level of Vietnamese Korean learners did not produce significant results. However, the correlation analysis between Vietnamese learners’ TOPIK level and the number of Korean postposition errors confirmed that the two had a ‘low negative correlation.’ This suggests that the higher the TOPIK level, the fewer postposition errors there are. However, the significance of this result was also difficult to confirm. These two results refute the fact that Vietnamese Korean learners did not show significant differences in postposition usage errors depending on the period of study or TOPIK level in the analysis of self-introduction content in this paper.

Techniques Used in Teaching Idioms

Idioms are integral components of language learning, offering learners a pathway to fluency, cultural understanding, and natural expression. However, their figurative meanings and fixed structures present significant challenges for learners. This article explores the importance of idioms in language proficiency and cultural competence while addressing effective techniques for teaching idioms, such as contextualized learning, visual aids, and corpus-based approaches. Comparative analyses between English and Azerbaijani idioms highlight cultural nuances, while innovative pedagogical strategies are proposed to overcome common learner difficulties. The study emphasizes the transformative role of idioms in enhancing lexical knowledge, fostering cultural awareness, and promoting authentic communication.

An exploratory investigation on foreign language anxiety among English for Islamic Education learners in Brunei Darussalam

Amidst the global demand for learning English, a proliferation of scholarship continues to highlight learner difficulties and anxiety to master English as a second/foreign language, particularly in classroom settings. This study is significant as it is the first empirical study on foreign language anxiety (FLA) in a Malay-Islamic higher education teacher training setting that is concerned with formal Islamic edification in Brunei Darussalam. By utilising the FLA theoretical framework by Horwitz et al. (1986) and Foreign Language Classroom Anxiety Scale (FLCAS), this study found that the general observation on FLCAS among Islamic trainee teachers at-tending English for Islamic Education as part of English for Specific Purposes module does not show a clear indication of FLA. However, further analysis shows that Test Anxiety and General Anxiety in classrooms have contributed to high levels of FLA among these learners. Our study also proposes some pedagogical and research implications that can be applied in other contexts sharing similar tradition and cultural settings in language education, and as part of comparative and transnational studies across the globe.

Reading Difficulties of Grade 4 Learners in the Post-Pandemic

The post-pandemic era exacerbated the reading difficulties of learners due to disrupted learning, limited access to resources, and potential gaps in foundational skills. Along this premise, this study analyzed the level of reading difficulties of Grade 4 learners in the post-pandemic. Data needed for the descriptive study was collected from 155 respondents using a self–made 40–item questionnaire that passed the rigorous tests of validity and reliability. Across areas of concern, the level of reading difficulties of Grade 4 learners was found to be moderate. Further, a significant difference was found in respondents’ reading difficulties in word decoding, fluency, reading comprehension, and vocabulary when grouped according to parents’ educational attainment, family income, and number of siblings. However, no significant difference was found in groupings by fluency and sex. These findings call for technical assistance and workshops for teachers to equip them with techniques and strategies in teaching reading and creating a sustainable reading program that will capacitate and strengthen learners’ motivation towards reading, aiming to improve their skills in word decoding, fluency, reading comprehension, and vocabulary. Keywords: Language education, reading difficulties, word decoding and fluency, reading comprehension and vocabulary, Negros Occidental, Philippines

TED Talks and the Textbook: An In-Depth Lexical Analysis

The development of TED Talks textbooks has been a welcoming addition to English for Academic Purposes (EAP) pedagogy. The textbooks offer educators and learners a suitable framework for practicing all four of the language skills (i.e., listening, reading, speaking, and writing). However, the use of TED Talk resources could create specific vocabulary challenges for learners as they progress through each unit in the textbook. Research suggests that although textbook frameworks encompassing listening resources benefit learners with a familiar lesson approach, the varying vocabulary load and the presence of academic vocabulary and multiword units (MWUs) presented between the chosen resources and the textbook itself could lead to comprehension difficulties for learners. This study investigates the vocabulary of 12 TED Talks included in the commercial textbook Keynote 2 to understand the lexical profile, vocabulary load, and the academic and multiword unit coverage for each of the chosen listening texts. The results showed that the TED Talks selections and the textbook provided inadequate vocabulary practice, limited academic vocabulary exposure, and a lack of item repetition for learners. The study suggests the inclusion of ideal supplementary materials and appropriate TED Talk selections to help provide educators with suitable guidance to support their learners’ varying vocabulary knowledge.

Inductive reasoning: Problems, methods of justification and interaction between mathematics and computer science.

Our paper reports on the the fondations of inductive reasoning, more precisely, the reasons for the conflicts betwen several scientists around the place, the notion of induction and its role in differents sciences, in particular mathematics. We start from an epistemological and didactic reflection of this reasoning to understand this concept. First, we present the epistemological problem of induction in relation to its meaning and validity. These problems highlight the complexity of induction.This leads us,in a second step, to set up a typology of the notion of induction developed by philosophers,linguists,empiricists and mathematicians. Finally ,we present a didactic analysis of mathematical induction which highlights the specific comprehension difficulties of learners and emphasizes the interaction between mathematics and computer science , in particular the relationship between mathematical induction and recursion.

The Effectiveness of Utilizing of the Interactive Reading Approach in Teaching English Language to Grade-7 Learners

Reading is the most challenging macro skill that almost every individual encounters. Hence, the process of learning to read is intricate and multidimensional, requiring the use of multiple subskills connected to speech. Thus, a quantitative quasi experimental method was conducted that aimed to help grade 7 students in Depot Ancestral Domain National High School by conducting a pre-test through Phil-IRI questionnaires mandated by DepEd. Based from the data gathered, it revealed the reading difficulties of grade-7 learners which means these students really need assistance in the field of reading fluency and comprehension. Consequently, utilizing of interactive reading approach in teaching English has a big impact to provide appropriate reading intervention for grade-7 learners in Depot Ancestral Domain National High School. Such as spelling, story-telling, pair reading, chorale reading, writing new vocabulary, solo reading, chain story, reading aloud, making sentences, and role playing. Furthermore, based from their mean post-test result, it showed that their scores reached the standard of Phil- IRI implemented by DepEd. Therefore, such interactive reading approach interventions can quite annihilate reading fluency and comprehension difficulties of grade-7 learners.

Unraveling the challenges: An in-depth examination of reading and writing difficulties in kindergarten learners

This study investigated the lived experiences of teachers on the reading and writing difficulties of kindergarten learners. Using a phenomenological research design, the study involved eight (8) teacher-participants that are purposively selected as informants. The data gathering of information in this phenomenological inquiry had employed in-depth interview of participants through face-to-face interview to uncover challenges, coping mechanisms and educational management insights. Using thematic analysis, the following key themes for lived experiences of teacher participants were gathered: Socioeconomic Disparities, Challenges in Phonemic Awareness, and Parental Involvement. The coping mechanisms to address the struggles of kindergarten teachers were Multisensory Learning Approaches, Thorough practice and Targeted reading and writing intervention programs. The insights of the participants were Enhanced Educational infrastructure and Evaluation and Adjustment of the Curriculum. The findings of the study aims to improve the quality of education delivered in schools specifically in terms of reading and writing difficulties of learners.

An Exploration of Causal Relationships Between Behavioural/Emotional Difficulties and Academic Achievement: A Path Model Approach

ABSTRACT As the debate on whether uni-directional and/or bi-directional relationships exists between behavioural/emotional difficulties of school-aged learners, this study employed the path modelling approach to explore if there was a causal direction between behavioural/emotional difficulties (i.e. attention, aggressiveness, depression) and academic achievement (i.e. Korean language arts, mathematics), or vice versa over time using two time points. The final sample contained 1,735 students who attended high schools during 2014–2015 school year. Path modelling estimates showed that (a) behavioural/emotional difficulties caused difficulties in mathematics in a year; (b) difficulties in both Korean language arts and mathematics caused aggressiveness and depression; and (c) there was a bidirectional relation between aggressiveness and depression and mathematics performance. Further, there was a gender difference in reacting to their experiences in behavioural/emotional difficulties and academic difficulties. Overall, findings from the current study provide a significant contribution to the existing literature on the causal relation between behavioural/emotional difficulties and academic achievement, as well as supporting the gender difference in terms of the direction of this relation. Finally, practical implications and future directions for research were discussed.

Through the Lens of Struggle: An Inquiry into the Reading Difficulties of Secondary High School Learners

This research, adopting a Phenomenological approach, focuses on understanding the challenges students encounter in comprehending, decoding, and processing written information. Grounded in G. Reid Lyon's Phonological Processing Deficit Theory, introduced in the 1990s, the study aims to uncover the struggles of secondary high school learners facing reading difficulties. Data were gathered through In-Depth Interview and Focused-group Discussion among secondary teachers. Content thematic analysis was used to craft the main themes. Lived experiences on the struggles of secondary high school learners with reading difficulties were: reading difficulties in secondary learners, weak vocabulary and language skills, comprehension issues, learning disabilities, lacking reading motivations, difficulty with reading instruction, and technology distractions. Coping mechanisms were coined to the following themes: time management, active reading strategies, and multimodal learning resources. And finally, educational Insights that can be drawn to Mitigate reading difficulties of secondary learners: teaching approach and recognition of diverse learners, and effective encouragement through access to books and empowering tools. In the future, DepEd plans a comprehensive policy for reading difficulties, prioritizing tailored teacher training, diverse resources, and continuous support for an inclusive environment, while research informs policy and innovative education approaches.

Ciluba Speaking Learners’ Interference in Sound Production

This study addresses interference produced by Cilubà speaking learners in their English learning process in the classroom (in some schools of Mbujimayi). It aims at providing some hints which are likely to help overcome such difficulties of language learners use English with some connected speech sounds. Observation and questionnaires (interviews) are approaches used to collect and interpret the data. After investigation, the study has proved that there are three types of sounds interference learners’ levels, namely grouped as Higher interference users (75% of 80 learners observed); Intermediate level learners (36% of 125 learners observed); and Advanced level learners (25% of 42 learners observed). Some remedies should be taken into consideration like, intensification of reading tasks, the allotment of more time to oral tasks than to written ones by making learners talk more and more, the focus on learners’ pronunciation problems for some items containing complex vowel sounds, training learners how to discriminate sounds they cross enough difficulties, and helping them to have more practice on spelling exercises.

PHRASEOLOGICAL UNITS AS PART OF TEACHING RUSSIAN AS A FOREIGN LANGUAGE TO ADVANCED STUDENTS: STANDARD AND OCCASIONAL USAGE

Phraseological units are central to developing communicative competence, which is viewed as the main goal of teaching modern languages. They contribute to making our speech more figurative, expressive, and convey additional emotional, evaluative and pragmatic connotations, which determines an effective interaction with native speakers. In addition to the usual use, phraseological units are often subjected to individual semantic-structural transformations, which, in particular, are typical of newspaper texts. Acquiring the skills of using phraseological units, especially with transformations, is of particular difficulty for language learners, since this contradicts the perception of these units as ready-made and permanent in terms of structure and lexical components. Accordingly, this requires a deep understanding of their connotative, pragmatic, emotional-expressive and evaluative characteristics responsible for the transformations made. This calls for a methodically adequate presentation and the choice of practical tasks so that international students may use the expressions concerned in the proper form. The paper examines the common challenges that international students face when studying Russian phraseology. It also briefly reviews the types of transformations, and provides the author’s recommendations related to incorporating phraseological expressions, including the ones with transformations, in the learning process.

A STUDY ON TEST-TAKING STRATEGIES TO IMPROVE ENGLISH MAJORED STUDENTS’ READING COMPETENCE

Previous studies have investigated the significance of reading proficiency in acquiring the English language and brought attention to the reading difficulties learners have in their learning process. This study examines the use of speed-reading strategies as a method to enhance learners' reading ability. Seventy senior English-major students from the Faculty of Foreign Languages at Dong Nai Technology University were participating in the study during their final semester. The study employed a mixed methodology, which included collecting quantitative data from a pretest-posttest paradigm without a control group, questionnaires before and after the use of speed reading strategies, and qualitative data through observations. The students' reading competence was assessed using a standardized IELTS reading test at the start of the study, followed by a pre questionnaire and 10 hours of speed reading training with observations. After the training, the students took a posttest to determine the discrepancy between the pre-test and post-test, and post questionnaire was sent to the participants to understand their opinion about the use of strategies in doing tests. Speed reading techniques were found to enhance students' performance on reading tests and cultivate a positive attitude towards reading comprehension. The students gained valuable reading skills and strategies that contribute to academic success.

A CONTRASTIVE STUDY OF SYMBOLIC MEANINGS OF “DOG” IN CHINESE AND VIETNAMESE IDIOMS FROM A COGNITIVE PERSPECTIVE

Dog plays a significant role in the lives of Vietnamese and Chinese people. The implications and images of ‘dog’ in idioms are commonly expressed in both languages. However, due to the discrepancies in social contexts, perceptions, and customs of the two countries, the conceptual and metaphorical meanings as well as the interpretation of ‘dog’ in Chinese and Vietnamese idioms are different. Although this reflects the unique cultural features of each language, Vietnamese learners are often interfered by their first language when learning Chinese idioms containing ‘dog’. This contrastive study analyzes the symbolic meanings of ‘dog’ in Chinese and Vietnamese idioms. The findings reveal that ‘dog’ has 02 similar symbolic meanings in both Chinese and Vietnamese, 08 distinctive meaning merely found in the former and 05 merely in the latter, posing difficulties for Vietnamese learners in the acquisition of Chinese idioms containing ‘dog’. This study is expected to help learners rectify language interference errors for better understanding and usage of Chinese idioms.

Individualized Learning Plans: A Crucial Tool for Learners in Difficulty.

Individualized Learning Plans: A Crucial Tool for Learners in Difficulty.

Students’ English Learning Strategies Assisted with e-Resources in Blended Learning

Blended learning yields some challenges and difficulties for learners, and they should have an appropriate strategy to deal with the use of e-resources. This research aimed at: (1) explaining the various learning strategies used by students to learn English using e-resources in blended learning, and (2) determining the factors that influence their choice of these strategies. The researcher used descriptive-quantitative methods in this study, with the participants involving 2 universities. The SILL questionnaire and interviews were used to collect the data. The results showed that the participants mostly used the metacognitive method, with an average of 3.86. The study also revealed that students used five other methods, including cognitive (M = 3.35), compensation (M = 3.34), affective (M = 3.20), social (M = 3.16), and memory (M = 3.14). Moreover, students’ use of these strategies was influenced by some factors, including motivation to learn English, learning style, and ease of learning. In conclusion, the various strategies employed for learning English were different, as were the factors influencing strategy selection by each participant. This research provides meaningful insights into how the blended learning can be boosted through the implementation of appropriate learning strategies, particularly related to the use of e-resources, so that it will increase students' comprehension and achievement during the learning process.

How to Teach English Without Cultural Bias

As a global language, English is crucial in international communication, business, and education. However, the issue of cultural bias in English education has gained widespread attention. Cultural bias can lead to difficulties for learners during the educational process, affecting their academic performance and cross-cultural communication skills. This paper investigates how to teach English without cultural bias to promote a more equitable, effective, and inclusive education. In conclusion, English education is crucial in international communication, business, and education in today’s globalized world. However, cultural bias can negatively impact English teaching, leading to difficulties in academic achievement and cross-cultural communication for students. Multicultural education theory and cross-cultural education theory provide a solid theoretical foundation to help us understand and address issues of cultural bias. Both approaches emphasize the importance of cultural diversity and the need for educators to take measures to reflect and respect students from diverse cultural backgrounds. While cultural bias is undeniable, we can create a more inclusive and culturally sensitive English education environment with appropriate methods and strategies, promoting students’ success and cross-cultural understanding. This is essential for achieving more equitable and effective English education to meet the needs of students from diverse cultural backgrounds and to promote cross-cultural communication and cooperation.

Un repertorio di siti e risorse online per l’apprendimento/insegnamento del russo

Starting from the assumption of the added value of using information technology in language teaching, this work presents a vast inventory of sites and online resources for learning/teaching Russian. The resources have been divided into different sections according to the skills (phonetic, phonological, lexical, morphosyntactic, textual) that are intended to be practised and developed. In addition, a section is specifically dedicated to various tools, useful for inserting the graphic accent, for nominal and verbal inflection and for checking the declension of anthroponyms, toponyms and numerals, aspects that usually present difficulties for learners. The aim of the description and analysis of the resources is to put the user, teacher or learner, in a position in which they consciously and safely choose supports that are functional to the teaching objectives. Selected sites, resources and tools are aimed at learners of different levels of language proficiency, from absolute beginners to advanced learners.

인공지능과 과학 교과의 체계적인 융합을 위한 교수 학습 모형 개발

Objectives The purpose of this study is to develop a teaching-learning model that is the basis for designing and implementing teaching-learning for the systematic convergence of artificial intelligence and science subjects.
 Methods Richey and Klein (2007)'s design and development research method was applied to develop a teaching-learning model for learning that combines science and artificial intelligence modeling and to review its validity. Implications were drawn through comparison and analysis of modeling, a common learning element of the subject, and a teaching and learning model was developed based on this. The teaching-learning model was revised and supplemented several times by reflecting expert review opinions.
 Results In the teaching-learning model, learning is performed on K (knowledge), M (modeling), and B (personality) elements. Through the implementation of the teaching-learning model, an integrated teaching-learning design considering the characteristics of science and artificial intelligence subjects is possible. Because it was developed by reflecting the implications of in-depth comparison and analysis of science and artificial intelligence modeling, effective modeling learning can be executed. Modeling learning applied with the teaching-learning model can be used as a support strategy to solve the difficulties of existing science modeling teaching-learning. First, through teaching and learning to which converged modeling is applied, learners can participate in the entire modeling process relatively easily and conveniently, providing an opportunity to change the perception that the modeling process is difficult. Second, the use of artificial intelligence models and modeling results will be a specific support strategy that can support learners' thinking expression and hypothesis generation, which are pointed out as the biggest difficulty for learners in the process of model construction.
 Conclusions This study provides teaching-learning procedures, activities, detailed strategies, and examples necessary for teaching-learning situations for the effective design and implementation of science and artificial intelligence convergence education. Because of this, it is possible to clearly reveal how science and artificial intelligence convergence education can actually be done in the field. In addition, it is expected that it will be able to present a blueprint that can overlook the entire process of class design and execution for science and artificial intelligence convergence education.

Identifying the exceptional learner in medical education: A doing vs. being framework

Purpose This study aims to understand what is known about the high performing or exceptional learner in medical education. There is a rich literature about learners in difficulty, yet little is known about those performing at the high end, also known as exceptional learners. Methods A qualitative study was undertaken whereby 15 faculty members at the University of Toronto were interviewed to explore their experiences with these learners. Results Based on the findings, we developed a framework to categorize characteristics of exceptional learners by differentiating them as either ‘Being’ (a pre-existing attribute or set of values that the learner possesses from the start of training) or ‘Doing’ (demonstrable characteristics that can be observed or measured). Using this framework, we identified five characteristics in the category of ‘Being’, five in the category of ‘Doing’, and two that could be situated in either or both. Conclusion Utilizing this framework to describe exceptional learners will aid teachers in identifying them early in their training so that their training experience can be enhanced. This novel approach contributes to our knowledge of the exceptional medical learner. The optimization of the training experience will maximize the opportunity to ensure that these learners reach their full potential to contribute to the healthcare system.