Opinions Of Learners Research Articles

The Use of Mind Mapping Technique in Acquisition of Grammar Structures in Foreign Language Teaching

Purpose: As in other languages, Turkish also consists of words formed by the combination of sounds and sounds and meaningful integrity formed by the combination of words in a ruleful way. Therefore, it needs some rules for both the formation of sounds, the formation of words and the formation of sentences, which constitutes grammar. In order to learn a foreign language fully and properly, it is necessary to master the rules of grammar. Methods and techniques designed for learning something in the best and shortest time are important and necessary for teaching grammar in foreign language teaching. The aim of this study is to examine the effectiveness of mind mapping technique, which is a different and new technique, in teaching grammar structures in teaching Turkish as a foreign language. Design/Methodology/Approach: In the study, mind mapping diagrams were used to teach grammar structures in teaching Turkish as a foreign language. According to this diagram, language consists of three components: form, function and use. For this reason, all grammar structures to be explained in the lesson were organized according to these three components and diagrams were prepared. Grammar structures were taught through the diagrams whose instructor opinions were taken. “Interview technique”, one of the qualitative data collection tools, was used in the study. For this, a semi-structured interview form was used. At Sakarya University TÖMER, a total of 22 learners at the A2 level were taught with the mind mapping technique for 7 weeks, and then the learners were interviewed one by one with a semi-structured interview form. Content analysis was used to analyze the data. The data obtained through content analysis were divided into themes and sub-themes. Findings: When the mind mapping technique in teaching grammar structures in teaching Turkish as a foreign language was analyzed according to learner opinions, 5 themes and 23 sub-themes were identified. Highlights: According to the opinions of the learners, positive results such as the mind mapping technique being effective in grammar teaching, being useful, having a structure that offers ease of teaching as well as contributing to recall and developing a positive attitude towards the lesson were determined.

Advancing English Language Teaching through Survey Research: Methodologies, Impacts and Applications

Background: A survey is a tool used to gather data that describes one or more attributes of a particular group. This tool, as a research design concentrates on examining the attitudes, opinions, and characteristics of a particular group. Survey research design in English Language Teaching (ELT) involves using questionnaires or interviews to collect data from a sample of participants to generalize findings about larger populations. Methods: This article comprehensively explores the use and methodologies of survey research within various academic fields, particularly emphasizing its impact on English Language Teaching (ELT). The paper explores the methodical process of gathering and analyzing data, emphasizing how surveys are used to record a wide range of viewpoints on teaching methods, learner opinions, and educational results. Results: This design is commonly used in ELT and applied linguistics research to gather information on language learning strategies, teacher attitudes, student satisfaction, or the effectiveness of teaching methods. This data assists educators and administrators in making well-informed choices about the development of curriculum, training of teachers, and allocation of resources. Conclusion: The paper describes the primary methods, techniques, and tools used in survey research design. Moreover, the paper provides an outline for survey research that English teachers can utilize in the classroom. Novelty: Survey research in ELT captures diverse data on teaching methods, learner achievements, and educational contexts. It facilitates large-scale data collection, enabling generalization of findings, and investigates correlations between teaching practices and student outcomes.

Aristotle’s Static World and Traditional Education – A Secondary Publication

The purpose of this study is to understand the characteristics of Aristotle’s view of nature that is, the staticview of the universe, and find implications for education. Plato sought to interpret the natural world using a rationalapproach rather than an incomplete observation. He thought that viewing the world from the perspective of geometry andmathematical regularity was the best way to understand the world. On the other hand, Aristotle believed that we couldunderstand the world through observations. His worldview portrayed a static reality, imbued with individual purpose anda sense of deliberate legitimacy. In addition, the natural motion of earthly objects and celestial bodies, which are naturalmovements towards the world of order, are the original actions. Aristotle thought that all natural things would carry outsome movement. Above all, Plato and Aristotle view the world as a static universe. It is possible to fully grasp the worldby approaching the objective nature that exists independently of human beings with human reason and observation.After all, for Aristotle, like Plato, their belief that the natural world was subject to regular and orderly laws of nature,despite the complexity and seemingly unceasing changes, became the basis of Western thought. The universe, rooted inthe metaphysical perspective of ancient Greece and carried forward in modern philosophy, has traditionally depended ondeveloping a dichotomy of comprehension, distinguishing between what is already accomplished or predetermined, theideal and the inevitable. This dichotomy forms the foundation of traditional teaching methods that often do not prioritizethe opinions of learners.

A Hybrid Bio-inspired Fuzzy Feature Selection Approach for Opinion Mining of Learner Comments

AbstractWith more and more teaching learning activities being shifted to online mode, the education system has seen a drastic paradigm shift in the recent times. Learner opinion has emerged as an important metric for gaining valuable insights about teaching–learning process, student satisfaction, course popularity, etc. Traditional methods for opinion mining of learner feedback are tedious and require manual intervention. The author, in this work has proposed a hybrid bio-inspired metaheuristic feature selection approach for opinion mining of learner comments regarding a course. Experimental work is conducted over a real-world education dataset comprising of 110 K learner comments (referred to as Educational Dataset now onwards) collected from Coursera and learner data from academic institution MSIT. Based on the experimental results over the collected dataset, the proposed model achieves an accuracy of 92.24%. Further, for comparative analysis, results of the proposed model are compared with the ENN models for different embeddings, viz., Word2Vec, tf-idf and domain-specific embedding for the SemEval-14 Task 4. The hybrid bio-inspired metaheuristic model outperforms the pre-existing models for the standard dataset too.

The Effect of Gamified and Blended Modules on English as a Foreign Language Learners’ Language Skills

Gamification is among the trendiest topics in the context of English language teaching. Despite numerous studies on the impact of gamified language learning, further research is essential to comprehend its dynamics across diverse contexts. Therefore, this study aimed to explore high school language learners’ certain language skills after seven weeks of gamified and blended language learning experience. A mixed-method research design was employed to understand the impact of gamified content on learners’ reading, vocabulary, grammar, and writing skills. Students’ reading, vocabulary, and grammar skills were measured with proficiency tests administered before and after the intervention whereas their writing competence was investigated through grading their written assignments. In addition, learners’ opinions regarding the experience were collected to relate the statistical findings to qualitative data. As a result, it was found that the gamified learning experience improved language learners’ language skills and learner opinions explained these outcomes adequately.

Identifying key factors of dynamic ADDIE model for instructional virtual reality design: an exploratory study

ABSTRACT Due to the features of immersive learning and without the restrictions of time and place, virtual reality (VR) is commonly used in learning areas. For investigating functional design in the VR learning environment, previous literature proposed a series of theoretical models and strategies without considering the key factors for their development. Therefore, this study explored the key factors based on the dynamic ADDIE model for the design of VR instructional systems. To augment the assessment integrity, this study adopted the fuzzy Delphi method (FDM). Open and closed questions were also integrated into the online FDM-based questionnaire to assess the opinions of expert groups, with 9 professors and 9 school teachers. The results showed that the final selection encompassed 5 criteria, 2 sub-criteria, and 23 key factors. In the overall priority order, the “interactive feedback design” was ranked as the most influential factor, while the “learner opinion survey” was the least. Most importantly, since the experts considered “formative evaluation” to be the highest significant sub-criterion, the reliability of the dynamic ADDIE model was confirmed. In addition, the divergent opinion from expert groups could provide references for future developers with different backgrounds.

The missing ingredient: Medical student insights to inform and enhance learner handover.

Learner handover (LH) is the passing on of information about students between educators. In light of broad acceptance that LH can improve learner support experiences and performance outcomes, those involved are seeking greater governance to achieve practical, effective handover implementation. Stakeholder consultation can inform and enable the co-creation of meaningful, robust practice guidance. This study sought to address the gap in literature around in-depth learner opinion, a key element so far overlooked. This qualitative study (2022) investigated undergraduate medical student perspectives on appropriate tutor information-sharing at the University of Limerick School of Medicine (ULSoM). The findings build upon an educator focus group study published by the authors (2021). Eleven participants were recruited to represent the typical graduate-entry medical school programme population across years 1-4 of study. Their understanding and expectations of "learner handover" were explored qualitatively, using online, individual, semi-structured interviews. Inductive transcript coding and thematic data analysis were applied to illustrate learner insights. Emergent themes included shared values, individual context and collaborative process, with ideas proposed for specific action around student education, staff training, mental health support, and documented procedures. Consent, system transparency, data security and the development of positive handover culture were revealed as current needs. Student perspectives, together existing LH literature and highlighted aspects of educational theory, allowed the creation a new conceptual LH framework as a foundation for practice improvement. These findings provide clarity and contextual understanding, mainly from a pre-clinical phase learner standpoint, with pragmatic suggestions to enhance LH appeal.

Integrating interprofessional core competencies through simulation that promotes ethical decisions, patient safety, and cultural diversity

Introduction: Integrating ethical decisions, patient safety, and cultural diversity through multidisciplinary team-based simulation enhances learning and awareness of interprofessional core competencies.Methods: A simulation scenario was designed to meet educational objectives and create a realistic environment for second-year medical, third-year pharmacy, and third-year nursing students. Students from each of the three disciplines were evenly distributed into groups to participate in a scenario. The simulation-based encounter consisted of a prebrief session, a simulation activity, and an overall debrief session. Course faculty from each discipline facilitated the three mirror-imaged scenarios, observed student behaviors, and operated mid-fidelity simulators. Students’ knowledge and attitudes related to the interprofessional education core competencies (IPE-CC) were evaluated using pre- and post-assessment surveys. Additionally, student feedback was gathered through an opinion survey following the activity.Results: Three-hundred and sixty-one students participated in the simulation activity during the spring semester of the 2021-2022 academic year. A statistical significance was noted with 80% of the pre- and post-assessment survey items. Learner opinion survey results provided favorable feedback as well as suggestions for improvement. The educational objectives were met.Discussion: This simulation activity provides a realistic environment for students to apply the IPE-CC in preparation for their role as an interdisciplinary healthcare team member.

융복합 교양교과목 시행과 학습자의 견해 분석

Objectives The purpose of this study is to examine the direction and possibility of the convergent liberal arts curriculum of humanities and arts. For this end, this research attempted to combine liberal English and Western art history and examine the opinions of learners.
 Methods The participants were 40 college students with different majors and grades who took this course. A survey was employed with two types of questions: one for their satisfaction was presented as multiple-choice questions, and the other for their various opinions of the strengths and weaknesses of the subject.was presented as descriptive questions.
 Results According to the results of the survey, the satisfaction of the subject was 4.2 out of 5, which was very similar to the opinion on the balance between English and Western art history. The advantage of the subject was that it was possible to take two courses at the same time, while the disadvantage was that it did not help English learning enough because it focused on Western art history.
 Conclusions The convergent liberal arts curriculum of West art history and liberal arts English has shown a possibility to foster learners' understanding of other cultures through art history and improve their global communication ability through English as a great tool. The future convergent liberal arts curriculum, therefore, needs to provide students the cultural background and balance between integrated subjects.

Exploring student engagement in task-based and communicative language classrooms

This study investigates the engagement of young people in foreign language learning. Specifically, engagement is defined as a metaconstruct consisting of the following components: cognitive, emotional, and social. An attempt was made to quantify these individual engagement components within task-based and communicative-oriented lessons. We employed electrocardiographic and accelerometric measurements to monitor learners’ physiological responses to engagement during regular German classes. The second part of the project was a questionnaire-based study measuring the subjective opinions of learners about their engagement. The results of the research support the adoption of a task-based approach. We observed the highest level of engagement during productive tasks, which can serve as a rationale for teachers to increase the number of productive tasks compared to receptive ones. Moreover, including the peer-learning component in the activities appeared to be of considerable importance due to its role in building intrinsic motivation to learn and in stimulating the growth of social competences.

Prediction Model for a Good Learning Environment Using an Ensemble Approach

This paper presents an efficient prediction model for a good learning environment using Random Forest (RF) classifier. It consists of a series of modules; data preprocessing, data normalization, data split and finally classification or prediction by the RF classifier. The preprocessed data is normalized using min-max normalization often used before model fitting. As the input data or variables are measured at different scales, it is necessary to normalize them to contribute equally to the model fitting. Then, the RF classifier is employed for course selection which is an ensemble learning method and k-fold cross-validation (k = 10) is used to validate the model. The proposed Prediction Model for Course Selection (PMCS) system is considered a multi-class problem that predicts the course for a particular learner with three complexity levels, namely low, medium and high. It is operated under two modes; locally and globally. The former considers the gender of the learner and the later does not consider the gender of the learner. The database comprises the learner opinions from 75 males and 75 females per category (low, medium and high). Thus the system uses a total of 450 samples to evaluate the performance of the PMCS system. Results show that the system’s performance, while using locally i.e., gender-wise has slightly higher performance than the global system. The RF classifier with 75 decision trees in the global system provides an average accuracy of 97.6%, whereas in the local system it is 97% (male) and 97.6% (female). The overall performance of the RF classifier with 75 trees is better than 25, 50 and 100 decision trees in both local and global systems.

Outcomes of a US-Sino family medicine leadership program

Background and objectivesThe purpose of this study was to determine the outcomes of a two- week US-Sino Family Medicine Leadership Symposium for medical educators from China and how participants have integrated their learning into their teaching and practice of medicine.MethodsTeaching topics emphasized principles of family medicine, teaching methods, assessment, and curriculum development. Each cohort received a wide range of practical, didactic and hands-on learning experiences. Online surveys were distributed anonymously to participants from the 2013–2019 cohorts to assess learner opinion and learner behavior change as a result of the leadership symposium. Quantitative measures assessed their level of integration of the topics into teaching and clinical practice and their satisfaction in the areas of teaching and leadership. They were also asked to provide qualitative feedback regarding incorporation of the content into their work.ResultsThe survey response rate was 47.6% (39/82). Respondents stated that they incorporated topics such as basic interviewing skills and information on the patient-centered medical home into their teaching in China. The most applied clinical skills they were able to incorporate into their clinical environment in China included: Breaking Bad News, Simulations Sessions with practice, One-Minute Preceptor, and Interprofessional Education.ConclusionsResults indicate that participants have demonstrated behavior changes that have led to the incorporation of the content into teaching and clinical practice. We demonstrated effectiveness of the curriculum in cultivating the teaching and practice of family medicine. The program appears to be a positive experience that has led to embracement of the roles as trainer and leader. 100% of the participants who completed the survey felt that the program improved patient confidence in their ability as a family doctor. Future assessment on barriers to their progress as teachers and leaders in family medicine would be helpful to explore.

University learners’ utilisation of online videos in a general chemistry course

The effectiveness of course videos needs to be analysed, and in doing so, it is important to consider the utilisation behaviours and opinions of learners. In this regard, this study was primarily conducted to analyse Kyrgyz learners’ utilisation of videos in a general chemistry course provided at the university level. This study was conducted during the 2019–2020 spring term at a state university in the Kyrgyz Republic and was structured using a mixed-method approach. The total number of participants was 105 Kyrgyz learners studying at the undergraduate level. Quantitative data were collected through an online survey, which consisted of demographic questions and items related to the utilisation of chemistry videos. Qualitative data were obtained through in-depth interviews with 13 learners. It was demonstrated through the data that learners used chemistry videos for 1–2 h per week. Also, the learners’ utilisation did not change with regard to their success from watching the videos. Learners’ utilisation of the chemistry videos was based on five factors: intrinsic motivation, self-concept of ability, self-perception of conscientiousness, video use and expectations of an online video library. This study also provided results regarding Kyrgyz learners’ problems and suggestions related to their utilisation of the videos.

렌즈 원리를 활용한 글쓰기 지도 방안

So far, research related to lens-type essays has been mainly focused on theory. There were not many cases where the opinions of learners who actually participated in writing were heard. And the guidance strategy for writing an outline optimized for this type of writing was not very good either. The purpose of this study is to devise a technique for writing an effective ‘lens-type analogy’ in the current affairs writing class of the college freshman class and to suggest a method for guiding the related class. Three dimensions were noted in the research process. First, the previously known ‘A:B’ lens composition was simplified to ‘A=a’ composition, and a method of producing a one-line outline that could be written was suggested. In this process, the instructional strategy of composing a one-line outline into a class outline block was also mentioned. And I presented a method to adjust the rhythm between the target text and the lens text. Second, a technique for constructing an extended outline table that enables longer breathing lens writing was also mentioned. In particular, the context of creating a five-paragraph writing environment was presented through an extended outline. And by presenting an actual writing case, a more stable lens writing path was exemplified. Third, the opinions of learners through questionnaire were analyzed. As a result, it was answered that the analogy principle of lens writing is very effective for writing in the freshman class where creativity is important. On the other hand, it was found that there were many elements that were difficult for new students to understand easily. Therefore, a more specific and friendly explanation of the lenticular analogy principle should be presented. And it is necessary to continue the research on the outline writing strategy specialized for it.

대학에서의 메타버스 활용 수업 사례 연구

This study aim is to help design and implement a Metaverse based learning by analyzing the perception of learners involved in it. To this end, this study implemented the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model to determine students’ perceptions of the Metaverse based learning and develop instructional principles by pre-in-after class. In particular, in order to design suitable Metaverse class environment, Gather Town development specialist and 2 researchers have been working in collaboration. After class, 22 students participated in a survey that analyzed the learner’s perception. In the case of the learner’s perception, the satisfaction with the Metaverse bases learning, the cooperative process satisfaction, and the faculty satisfaction result all had a positive outcome with an average of 4.0 or higher. In particular, satisfaction with the cooperation process (1st session satisfaction, M=4.63, SD=.50, 2nd session satisfaction, M=4.59, SD= .70) was relatively high, which was found in cases where collaboration activities were made difficult due to the COVID and shows the Metaverse can have a positive effect on the learner’s experience. This study is significant, in that it explored instructional principles and learner opinions that can be later on used when applying Metaverse to the field of higher education.

The Utilisation of Peer-Assisted Learning/Mentoring and Translanguaging in Higher Education

The use of peer-assisted learning/mentoring (PALM) and translanguaging (TRL) as inclusive learning strategies to support students’ transition into Higher Education and enhance their wellbeing in the post-Covid era has not been widely explored. Lecturers express their deep concern about the mental health issues and lack of confidence an increasing number of learners have faced lately in the UK due to the COVID-19 pandemic. In terms of the present study, 80 undergraduate multilingual students were involved in PALM tasks during which they could use their first language through translanguaging and English, the target language, for one academic semester. The main goal was to ensure they had equal opportunities to develop their oral fluency while preparing group presentations. Paired T-tests were used to compare students’ pre- to post-tests scores. In terms of this mixed-methods case study, the researcher also analyzed students’ reflective reports and the anonymous feedback learners provided thematically to explore their attitudes. Findings indicated that these two approaches enabled students to improve their academic performance significantly although learners felt uneasy at the beginning. The combination of these two methods created a psychologically safe space as learners gradually developed a personal relationship with their peers. In response to the need for more information, as regards the use of PALM activities and TRL with multilingual learners, this study intends to contribute student voice since the inclusion of learner opinion has been minimal. Recommendations for the successful implementation of these two instructional approaches in undergraduate courses and suggestions for further research are provided.

Language Learning Strategies (LLSS) in Computer Assisted Language Learning Context

Computer-assisted language learning (CALL) is still in the early stages of integrating technology into educational institutions in Pakistan but, in Pakistani classrooms, using technology in language instruction is growing as a popular trend.Thus, the current study’s goal is to investigate the language learning strategies in CALL contexts should be modified/improved and can they bring some positive results or not. In doing so, a mixed-mode pre-test post-test research methodology, using one identical test (pre-test and post-test) before and after studying in a CALL setup was used. Moreover, semi-structured interviews were also used to explore the opinions of learners (n=6). As a result, one group (experimental) of male college students (n=55) was chosen at random for the investigation (experimental group). The findings of the study revealed positive results in both analyses (QUAL+QUAN). The study presents future recommendations also.

Rola kompetencji cyfrowych w procesie glottodydaktycznym z perspektywy przedstawicieli społeczności digital natives

Digital competences, involving the responsible and critical use of information and communication technologies in various areas of our lives, are today one of the key competences of the twenty-first century. In the face of the ongoing digital revolution, their importance in various fields of education is growing as well. The aim of the article is to show the role of digital competences in language education from the perspective of the modern generation – active users of modern technologies. Based on the theoretical aspects of the discussed issues, surveys were conducted the main goal of which was the analysis of personal opinions of learners (representatives of the digital natives community) on the role of digital competences in various activities of the glottodidactic process. The research was conducted among students of neophilological specialties of the bachelor’s programme at the University of Silesia. The scope of use and assessment of the usefulness of digital competences in the process of teaching-learning foreign languages and the definition and self-assessment of own e-skills was of particular interest. Quantitative and qualitative analysis of the research material confirmed the important role of e-skills in developing both communication and language competences and learning strategies, also from the perspective of learners. Given the significant usefulness of digital competences in didactic activities, improving them is undoubtedly one of the priority tasks of modern education.

Artificial intelligence-based robots in education: A systematic review of selected SSCI publications

With the rapid development of artificial intelligence, the application of AI robots (Artificial Intelligence-based robots) for instruction has become an attractive research topic. Numerous studies have shown that AI robots may provide new opportunities for learning designs in school settings or professional training. However, there is no review examining the role and research foci of AI-Robots in Education (AIRE) research. This study therefore explored the research trends of AIRE by conducting a systematic review of SSCI (Social Sciences Citation Index) journal articles published in the Web of Science (WoS). The study analyzed the participants, duration of the studies, learning environments, application domains, data analysis, evaluations of learners' performance, learning strategies, roles of AI-robots, and research issues. The research findings are concluded as follows: (1) The countries of Canada, Chile, and South Korea invested in AIRE research early, and focused on students' learning performance and learning behavior. (2) Most AIRE research focuses on research targets under the age of 13 and completed experiments within 4 weeks in a physical environment. Most AIRE research has been applied in the disciplines of Language and Science, and problem-solving related strategies and mixed strategies are the most commonly used strategies. (3) AI-robots are often applied and regarded as tutees or tutors. Regardless of what the AI-robot's role is, learning performance is the most widely focused variable in AIRE research. Furthermore, attitudes, opinions of learners or learning perceptions and learning behavior are other frequently discussed themes. To sum up, this study makes several recommendations for AIRE research for educators, researchers, and policy makers in higher education settings as a reference based on the results.

Coronavirus-19 Multisystem Inflammatory Syndrome in Children (MIS-C): A Pediatric Simulation Case for Residents, Fellows, and Advanced Practice Providers.

IntroductionA rare but serious condition often requiring intensive care, multisystem inflammatory syndrome in children (MIS-C) is characterized by hyperinflammatory shock related to the SARS-CoV-2 pandemic. This resource teaches residents, pediatric emergency medicine fellows, and advanced practice providers who care for children to recognize and manage MIS-C and associated sequelae while applying the basic principles of pediatric resuscitation.MethodsThe simulation case was based on a real patient who presented to the emergency department with fever, rash, and cardiogenic shock. We designed the scenario to be used with a high-fidelity school-age mannequin in an emergency center resuscitation room or simulation lab. The case took 25 minutes to run, followed by a 15- to 20-minute debrief session. Personnel required for the case included a simulation technician, case instructor, emergency department nurse, parent, and consultant. Learners had to recognize the syndrome and treat the resultant shock and arrhythmia with a combination of vasopressors, antiarrhythmics, and defibrillation. Afterward, learners participated in a formal debriefing session and completed a written evaluation.ResultsTwenty-five learners (six pediatric emergency medicine fellows, 12 residents, and seven advanced practice providers) participated in the scenario over a 3-month period. The written evaluation was completed by 20 of the 25 participants; all 20 felt their confidence, comfort, and knowledge regarding the topic had increased, with an average score of 5 (strongly agree) on a 5-point Likert scale.DiscussionThis simulation case offers an effective experience for learners to become comfortable and confident in recognizing and managing MIS-C.