Learning Characteristics Research Articles

Speaker variability, but not bilingualism, influences cross-situational word learning.

When learning new words, listeners must contend with multiple sources of ambiguity and variability. Research has revealed that learners can resolve referential ambiguity by tracking co-occurrence statistics between words and their referents across multiple exposures over time-a process termed cross-situational word learning (XSWL). However, the degree to which variability in the input, such as input from multiple speakers, and variability in learner experience, such as bilingual language experience, modulate XSWL remains unclear. In this study, we examined the effects of speaker variability in XSWL performance in monolingual adults and bilingual adults with a range of second language backgrounds and language acquisition histories. Results revealed above-chance word learning in both the single and the multiple-speaker conditions across language groups. An advantage for word learning was observed in the single-speaker condition, but the effects of bilingual language experience were null. This research adds to the limited body of work dedicated to extending theories of statistical learning to account for variations in both input and learner characteristics as well as their interactions.

Pengaruh Model Pembelajaran Cooperative Learning Tipe Jigsaw terhadap Keaktifan Belajar Pendidikan Agama Kristen dan Budi Pekerti Peserta Didik Kelas XII SMK N 1 Siatas Barita Tahun Pembelajaran 2023/2024

The research aims to determine whether there is a positive and significant influence in the use of the jigsaw type copperative learning model on the active learning of Christian Religious Education and Character in class XI students at SMK Negeri 1 Siatas Barita for the 2023/2024 academic year. The research hypothesis is that there is a positive and significant influence between the jigsaw type cooperative learning model on the active learning of Christian Religious Education and Characteristics of class XI students at SMK Negeri 1 Siatas Barita for the 2023/2024 academic year. The population of class XI students at SMK Negeri 1 Siatas Barita Learning 2023/2024 who are Protestant Christians is 325 people. The research sample using random sampling technique was 18% of the total population, namely 58 people. The research instrument is a closed questionnaire. The results of data analysis obtained: The value rcount=0.673>rtabel=0.254 and tcount=6.809>ttable=2.00324 shows that there is a positive and significant relationship between the jigsaw type cooperative learning model and students' active learning in Christian Religious Education and Character. Regression equation . The determination test revealed that the magnitude of the effect was 45.29%. Hypothesis test Fcount=46.479>Ftable=3.15 then H0 (null hypothesis) is rejected and Ha (alternative hypothesis) is accepted. The research concluded that there was a positive and significant influence between the jigsaw cooperative learning model on the activeness of learning in Christian Religious Education and Character in class XI students at SMK Negeri 1 Siatas Barita for the 2023/2024 academic year.

Changing education landscapes and (in)equality in Wales: An exploration of barriers to tertiary education using linked UK Census and education data

ObjectiveThe Wales Commission for Tertiary Education and Research (CTER) was created in 2024 to oversee a complex system of training and education for adults and young people. The objective of our research was to examine demographic features that prevent or encourage engagement with education after formal schooling, that can be used to inform future CTER strategies. ApproachThis research considered the personal and family characteristics of learners, and evaluated differentials between characteristics in terms of enrolment, progression/exit and completion in different tertiary education settings (Sixth Forms, Further Education, and Higher Education). Using novel data linkages across 5 different data sources, we used household characteristics from the UK Census 2011 to help contextualise the experiences of learners and explore the manifestation of inequalities in the tertiary education system. ResultsThe results indicated that inequities were apparent. Gender, Special Education Needs (SEN) status, and household characteristics including disability, deprivation, socio-economic, occupational and education status’ created barriers to continued engagement in education post schooling. Conclusions and ImplicationsThe complex and disparate nature of data collections was highlighted by the research, whilst the findings offer areas and characteristics that CTER should consider when creating new initiatives or governance systems for the tertiary education sector in Wales in order to reduce persistent inequalities. Recommendations for CTER that were drawn from the research included: 1) a more cohesive approach to data collection across the tertiary sector, and 2) strategies should assess impacts for those experiencing multiple forms of disadvantage.

Explainable eBook recommendation for extensive reading in K-12 EFL learning

An automatic recommendation system for learning materials in e-learning addresses the challenge of selecting appropriate materials amid information overload and varying self-directed learning (SDL) skills. Such systems can enhance learning by providing personalized recommendations. In Extensive Reading (ER) for English as a Foreign Language (EFL), recommending materials is crucial due to the paradox that learners with low SDL skills struggle to select suitable ER resources, despite ER’s potential to improve SDL. Additionally, determining the difficulty level of ER materials and assessing learners’ progress remains challenging. The system must also explain its recommendations to foster motivation and trust. This study proposes a mechanism to estimate the difficulty of ER materials, adapted to learner preferences, using information retrieval techniques, and an explainable recommendation system for English materials. An experiment was conducted with 240 Japanese junior high school students in an ER program to assess the accuracy of difficulty estimation and identify learner characteristics receptive to the recommendations. While the recommendations did not significantly impact learners’ English skills or motivation, they were positively received. A strong relationship was found between the use and acceptance of recommendations and learners’ motivation. The study suggests that although the system did not increase overall motivation, it has potential to further enhance the motivation of naturally motivated learners.

Implementation of Early Childhood Character Education in Improving Students' Personality

It is important to instill student character education in every educational institution from an early age because character education has the same essence and meaning as moral education. The aim of this research is, among other things, to describe the implementation of religious, disciplined and independent character education at Al Badar Kindergarten. The research approach used in this research is a qualitative research method. Research findings show that the implementation of character formation in young students with religious, disciplined and independent elements at Al Badar Tulungagung Kindergarten is carried out through stages, program planning, integration processes, character formation and evaluation. The process of character learning in religious elements includes the habit of saying greetings, praying, praying in congregation, reading the Qur'an, and memorizing. The process of character learning in the discipline element includes time discipline and attitude discipline. The process of learning character education in the independent element is carried out by getting used to going to school alone, studying in your own class, doing your own activities, and solving your own problems. The process of learning character education in the independent element is carried out by getting used to going to school alone, studying in your own class, doing your own activities, and solving your own problems.

Development of a Flipbook-based E-module integrated with GeoGebra and Genially on Similarity

The aim of this research is to develop an e-module using flipbook media that is integrated with GeoGebra and Genially in Mathematics subjects, especially about similarity for class IX SMP Khadijah 2 Surabaya which can be used as interactive teaching material. The objective of this study is to develop an e-module using a flipbook for the Mathematics subject, specifically on the topic of similarity for Grade IX at SMP Khadijah 2 Surabaya, that is both effective and suitable for use. The research method employed is the R&D (Research & Development) model by Borg and Gall, which involves data collection to produce, develop, and validate the product, utilizing the ASSURE method introduced by Robert Heinich and colleagues in the 1980s. This study uses the ASSURE model, which consists of six steps: 1) Analyze Learner Characteristics; 2) State Performance Objectives; 3) Select Methods, Media, and Materials; 4) Utilize Materials; 5) Require Learner Participation; 6) Evaluate and Revise. The data used in this research includes both qualitative and quantitative data. The research data was obtained from the feasibility level assessed by learning media experts at 83%, design experts at 92%, learning material experts at 98%, peer trials at 100%, small group trials with 5 students at 88%, medium group trials with 9 students at 90%, and large group trials with 24 students at 86%.

EFL Teachers’ Lived Experiences in Teaching English to Young Learners

Teachers' lived experiences significantly shape their teaching approaches, particularly in Teaching English to Young Learners (TEYL), where understanding these experiences is essential for improving instructional practices. This qualitative phenomenological study explored EFL teachers' challenges in TEYL and their strategies to overcome them in elementary schools in Palembang. Data were collected through interviews and classroom observations with teachers with at least five years of experience in these school settings. The findings revealed three primary challenges: difficulties in managing classroom activities, the unique learning characteristics of young learners, and the use of Indonesian language during English lessons. To address these challenges, teachers employed strategies such as incorporating games into lessons, fostering a creative and engaging learning environment, encouraging consistent English usage by students, and consulting resources on young learners' language acquisition. The study underscores the importance of flexible, adaptive strategies in overcoming challenges in TEYL, highlighting how a better understanding of young learners' needs can improve the effectiveness of English teaching.

INTEGRATION OF ONLINE LEARNING RESOURCES INTO ENGLISH LANGUAGE TEACHING TO DEVELOP AND IMPROVE GRAMMATICAL SKILLS OF SPEECH ACTIVITY

Background. The integration of online learning resources into English language teaching has great potential for the development and improvement of grammatical skills of speech activity. With the help of modern technology, learners can learn the language more effectively and conveniently by accessing a variety of learning materials, educational games, online courses, etc. This allows them to deepen their knowledge, practice skills and develop vocabulary in an interactive way. With online learning resources, instructors can create interesting assignments and lessons that are personalized to the individual needs of students. This approach enhances learning and helps students reach the desired level of English more quickly. In general, the integration of online learning resources into the educational process is a necessary and modern approach that helps to improve the quality of learning and achieve better results. Purpose. To analyze modern online resources in order to integrate them into English language teaching for the development and improvement of grammatical skills of speech activity. Materials and methods. For research we use such methods as analysis of existing online resources, surveys of students and teachers, as well as observations of the learning process were used for the study. In addition, it is important to take into account the individual characteristics of learners and adapt the approach to them. Results. The results of the study showed that the integration of online learning resources into English language teaching does contribute to the development and improvement of students' grammatical skills of speech activity. Online resources provide an opportunity to access a variety of teaching materials, interactive tasks and tests that help students to better learn grammatical rules and consolidate them in practice. The survey of subject teachers showed the relevance of the research topic and the importance of integrating these methods into the teaching process. In addition, the integration of online learning resources into English language teaching is an effective tool for developing grammar skills and improving learners' speech activities.

Personalized process–type learning path recommendation based on process mining and deep knowledge tracing

Personalized learning path recommendation considers learning goals, learning abilities, and other personalized characteristics of learners to generate a suitable learning path. Existing approaches include global optimal and local iterative path recommendation, which recommend a sequence of learning objects. Consequently, the learner can only learn in the order specified by the learning path, which provides limited flexibility for the learner. In addition, existing studies cannot both present the complete path and handle changes in the learner's knowledge state while learning along the path. This study proposes a process-type learning path model and its recommendation approach, which presents a learning path in the form of a flowchart and dynamically recommends path branches according to the knowledge states of the learner during the learning process. Specifically, deep knowledge tracing is used to annotate the knowledge states of learners in historical logs, and process mining is used to generate a personalized process–type learning path that contains sequences, parallel relationships, and selection relationships between learning objects. In addition, the correlation between the knowledge state and the selection of different branches of a learning path in historical logs can be obtained via decision mining. Thus, a branch recommendation model is trained and used to recommend a path branch in a process-type path with the highest probability of mastering the target learning object of the learner based on the learner's knowledge state. The experimental results demonstrate that the learning effectiveness and efficiency of the proposed approach are better than those of the existing approaches.

The determinants of digital competencies in accounting: an empirical study in Vietnam

PurposeThis study investigates the determinants of digital competencies (DC) of students and professionals in accounting.Design/methodology/approachA total of 278 valid questionnaires were collected from 145 accounting students and 133 professionals to test the relationship between some characteristics of learners through the t-test and two-way ANOVA test.FindingsThe results showed a difference in DC between students and professionals. Whereas the characteristics of students do not influence their DC, gender and the number of short courses significantly affect their DC. Information and communication technologies (ICTs) should be provided in accounting programs as core competencies.Research limitations/implicationsA sample size that is not too large and does not include learners and professionals in the central and northern areas is problematic.Practical implicationsThe key findings support the development of policies for digital transformation in accounting.Originality/valueAccounting is one of the professions that must keep up with the changes in the world, which is in the process of rapid digitalization. Hence, this study is valuable for accounting practitioners, higher education institutions and managers to enhance DC continuously.

Occupational Therapy Doctoral Capstone Research Agenda: A Scoping Review.

As identified in the American Occupational Therapy Association's (AOTA's; 2023) statement about the purpose and value of the occupational therapy doctoral capstone, there is a lack of evidence about the purpose and value of the doctoral capstone. As an essential element of occupational therapy doctoral degree curricula, the capstone is unique to each program, supports the program's scholarship agenda, and serves the needs of students and the communities served by the profession. To develop a doctoral capstone research agenda in an attempt to prioritize and guide research that can supplement the current paucity of evidence related to capstone efficacy or effectiveness. The Preferred Reporting Items for Systematic reviews and Meta-Analyses extension for Scoping Reviews guidelines were used to conduct a scoping review. Peer-reviewed articles published between 1999 and June 2023 were searched using the CINAHL, PsycINFO, PubMed, and Embase databases. The doctoral capstone research agenda was developed and organized into five categories to drive research activities inclusive of the didactic and experiential learning associated with the planning, implementation, and evaluation of the capstone process: (1) teaching and learning; (2) learner characteristics and competencies; (3) shaping professional identity; (4) faculty/mentor development and resources; and (5) promotion of diversity, equity, and inclusion. A doctoral capstone research agenda was developed in accordance with AOTA's (2018) Occupational Therapy Education Research Agenda. It identifies an array of areas in which research is needed to inform the distinct value and purpose of the doctoral capstone to students, sites, programs, and the profession. Plain-Language Summary: The occupational therapy doctoral capstone is unique to each program, supports the program's scholarship agenda, and supports the needs of students and the communities served by the profession. The American Occupational Therapy Association's official document on the "Occupational Therapy Doctoral Capstone: Purpose and Value" states that there is a lack of evidence about how to identify the distinct purpose and value of the doctoral capstone. This scoping review explored the development of a doctoral capstone research agenda. A research agenda is provided to guide and prioritize research to articulate best practices and the distinct purpose and value of the doctoral capstone in occupational therapy education and for the profession.

Comparison of teaching and learning concepts network for Mendelian inheritance

ABSTRACT In order to improve science education and learning, analysis of the actual field of science education is necessary. The purpose of this study is to investigate the difference between taught curriculum and learned curriculum that appears in the actual field of science education from a conceptual aspect. For this, the concepts presented by the teacher in class and the concept network learned by the students were visualised using Semantic Network Analysis. The learned concept network was analyzed immediately after class and at a follow-up (4 weeks later) to determine the effect of memory. As a result of the study, the concepts of taught curriculum and learned curriculum were similar, but the network structures were different. In other words, there were differences in the connections between concepts. In the taught curriculum, concepts were structured without being divided so that subtopics could be clarified, and as a result, the learned curriculum was also structured without being able to distinguish subtopics. In order to reduce the difference between taught curriculum and learned curriculum, there is a need to connect and teach concepts using intermediate concepts or connections concepts between concepts presented in the intended curriculum. Additionally, students’ prior knowledge influenced the learned curriculum. Therefore, in future research, there is a need to analyze how various factors that affect prior knowledge like shadow education or learner characteristics affect the learned curriculum.

"I Think Many of Them Want to Appear to Have a Growth Mindset": Exploring Supervisors' Perceptions of Feedback-Seeking Behavior.

Feedback seeking is an expected learner competency. Motivations to seek feedback are well explored, but we know little about how supervisors perceive such requests for feedback. These perceptions matter because how supervisors judge requests can affect the feedback they give. This study explores how supervisors perceive and attribute motivations behind feedback requests to better understand the benefits and hazards of feedback seeking. Constructivist grounded theory was used to interview supervisors at the Temerty Faculty of Medicine, University of Toronto, from February 2020 to September 2022. Supervisors were asked to describe instances when they perceived feedback requests as being sincere or insincere, what led to their opinions, and how they responded. Transcripts were analyzed and coded in parallel with data collection; data analysis was guided by constant comparison. Seventeen faculty were interviewed. Participants perceived 4 motivations when learners sought feedback: affirmation or praise; a desire to improve; an administrative requirement, such as getting forms filled out; and hidden purposes, such as making a good impression. These perceptions were based on assumptions regarding the framing of the initial request, timing, preexisting relationship with the learner, learner characteristics, such as insecurity, and learner reactions to feedback, particularly defensiveness. Although being asked for feedback was generally well received, some participants reported irritation at requests that were repetitive, were poorly timed, or did not appear sincere. Feedback seeking may prompt supervisors to consider learners' motivations, potentially resulting in a set of entangled attributions, assumptions, and reactions that shape the feedback conversation in invisible and potentially problematic ways. Learners should consider these implications as they frame their feedback requests and be explicit about what they want and why they want it. Supervisors should monitor their responses, ask questions to clarify requests, and err on the side of assuming feedback-seeking requests are sincere.

Penerapan Demokrasi Pancasila dalam Proses Pemilihan Pengurus Senat Mahasiswa Farmasi Universitas PGRI Adi Buana Surabaya

The aim of this research is to determine the application of Pancasila democracy in the process of selecting administrators for the 2023 UNIPA Surabaya Pharmacy Student Association. This research uses a qualitative method with a descriptive approach and is supported by primary data. This qualitative research was located at the Faculty of Science and Health using interview techniques to obtain data. The research results show high student participation, reflecting a strong democratic spirit. However, there are challenges related to the dominance of the candidate’s popularity and the lack of deep understanding of the values of Pancasila. The role of the election committee has proven important in maintaining the integrity and transparency of the democratic process. The findings highlight the importance of political education and election outreach to increase students’ understanding of Pancasila values and responsibilities as voters. The election process is also a vehicle for character learning for students, honing leadership skills, negotiation and practicing Pancasila values in student organizations. Recommendations include stricter regulations, integration of Pancasila values in the curriculum, as well as increasing student outreach and participation as steps to strengthen democracy and Pancasila values in the campus environment. This research provides in-depth insight into how Pancasila values are applied in the democratic life of students and provides a basis for increasing awareness and respect for these values in the future.

App-assisted learning of Chinese characters: Matching parts and radicals in structural templates

App-assisted learning of Chinese characters: Matching parts and radicals in structural templates

Fostering EFL Learners' Writing Competence through Problem-Based Learning

Problem-based learning approach’s popularity has grown tremendously in Academic Writing courses throughout the world. The rationale for this rise is that students are driven to pinpoint problematic situations, brainstorm, and find a lasting solution collaboratively, thereby sharpening 21st-century skills, such as writing literacy, problem solving, and critical thinking. Although a growing number of studies are prevalent on this promising approach globally, a gap in the literature has been noticed about its influence on increasing university students’ writing competence in Iraq. To this aim, this mixed method research design study was conducted on 50 freshman students at a private university in the even semester of the 2023–2024 academic year via cluster sampling method spanning 12 weeks. Control group students carried out their writing education as in the curriculum; however, experimental group students’ writing lessons were enriched with the principles of problem-based learning. Having analyzed the data by SPSS 29 and MAXQDA, fetched by writing exams and surveys, findings revealed that experimental group students outperformed control group students regarding enhanced writing performance, boosted motivation, and improved critical thinking with statistically proven data by adopting the distinguishing qualities of problem-based learning at the tertiary level in Iraq context. In other words, the post-test writing exam culminated in a 0.003 statistically significant p-value based on the t-test. Complementary surveys also unearthed a positive correlation between employing problem-based writing instruction and increasing motivation as well as critical thinking skills. The findings of this study may have certain implications for stakeholders who have sought ways to integrate problem-based learning into tasks in Academic Writing courses through a well-established plan and meticulously monitored writing process on a global scale.

The relationship between childhood education and adult learner characteristics

Childhood education affects how individuals adapt to the challenges of adulthood. Although various generalizations are made relating childhood educational experiences to characteristics of adults, there is scant evidence to support those assertions for adult literacy learners in the United States. This study investigates the relationship of childhood educational attainment to other characteristics of adult learners. In this study, 201 native English-speaking adult learners in the United States who read at the 3.0–7.9 grade equivalency levels were administered surveys and tests to better understand the relationships between childhood educational attainment and the following characteristics: childhood school disability status and grade repetition; as well as adult characteristics including current reading-related skills, reading avoidance behaviors, reading practices for informational and digital texts, employment status, and Readiness-to-Learn. Results indicated that only school disability status was correlated with educational attainment (Cramer’s V test, V = 0.279, p = 0.004). The results contribute to the body of knowledge about adult learners who want to develop literacy skills and the nuances of childhood schooling experiences in this population. Based on these results, caution should be exercised when treating educational attainment as a signal of other characteristics, including reading skills, among adult literacy students. These findings align with other international research findings.

ENHANCING RECEPTIVE SKILLS IN FOREIGN LANGUAGE LEARNING: THE INTERPLAY OF READING AND LISTENING COMPREHENSION

Receptive skills, particularly reading and listening comprehension, are crucial components of foreign language acquisition. This study explores the interplay between these skills and their significance in language learning by utilizing the scientific literary and analytical–synthetic method. The literature suggests that reading proficiency can enhance other language skills, whereas listening comprehension facilitates foreign language learning through various activities and the use of Information and Communication Technology (ICT). Specific learning disorders, auditory functioning, and instructional materials can influence the development of receptive skills. The relationship between short-term memory (STM) and listening comprehension was also examined, highlighting the importance of enhancing STM capacity in improving listening skills. Additionally, vocabulary knowledge is central to both listening and reading comprehension. The research collectively underscores the importance of targeted strategies and resources to enhance the receptive skills of learners in foreign language contexts. However, individual learner characteristics and prior language experiences may require tailored approaches for effective improvement. While receptive skills are crucial for understanding, some argue that a balanced approach that incorporates both receptive and productive skills may lead to better language outcomes. Although receptive skills are certainly important for comprehension, it can be argued that a more holistic approach to language learning, which includes both receptive and productive skills, may ultimately result in more effective language acquisition. The basic aspects of teaching listening skills involve understanding the cognitive and pedagogical underpinnings of listening comprehension and applying effective strategies, such as top-down and bottom-up processing and a metacognitive approach, to enhance this skill.

Exploring the Influencing Factors of Chinese EFL Learners' Online Interactive Learning

Objective: This study aimed to explore the factors influencing Chinese English as a Foreign Language (EFL) learners’ interactive learning in an online learning context. The objectives were to identify these factors, understand their mechanisms, and develop a theoretical model that encompasses these elements. Methods: The research employed a grounded theory approach to analyze interactive data from the discussion forums of the Course of College English on China university Massive Open Online Courses platform. Data were collected from 3,279 learners during the Fall 2023 semester. The analysis proceeded through open coding, axial coding and selective coding to identify and categorize the influencing factors. Results: The study identified six main categories: learner characteristics, curriculum structure, teaching competence, expected outcomes, interactive behaviors, and online learning context. These categories were found to be dynamically interconnected, collectively shaping learners’ interactive behaviors and overall learning experiences. The core category, “EFL online interactive learning”, unified all these elements, highlighting the multifaceted nature of effective EFL online education. Conclusion: The findings underscore the importance of understanding the interplay between various factors in the EFL online learning environment. The developed theoretical model provides a comprehensive framework for enhancing EFL online education by addressing learner needs, improving curriculum design, and ensuring robust teaching and technological support. These insights offer valuable implications for educators and policymakers aiming to improve online EFL learning outcomes.

XARİCİ DİLİN TƏDRİSİNDƏ İNNOVATİV METODLARIN İSTİFADƏSİ

The Role of Innovative Methods in Teaching Foreign Languge Summary The article is devoted to description of innovative methods. Innovative methods and technologies of teaching today are gaining increasing recognition and new opportunities associated with the establishment of interpersonal interaction. In this article is paid attention to choices of methods which should vary with different purposes, ages groups, and stages of mental development. A structure of modern process of teaching and its results is presented in this receaerch. Some of the common learning characteristics of adult language and literacy learners as well as four guiding principles to teaching adults foreign languages are given in the article. Key words: innovative method, project, active learning, traditional learning, creative tasks