Mongolian Students Research Articles

Issues of physical development among the Mongolian youth

At the beginning of the research, we proposed the goal of studying the modern trends in physical education at the Mongolian University of Science and Technology through analysis and comparative assessments. As a result of the study, it was observed that comprehensive education in England, sports education using technical and technological advances in Australia, sports teaching for happiness in Japan and China and skills education and physical education in Mongolia are the dominant teaching approaches. In the course of the analysis, it has been found out that there is a lack of attitude towards physical education in Mongolia, and we have determined the extent to which it has been effective through a test study. One of the main goals of our work is to study the issue of physical development of the Mongolian youth in years past. The article presents the results of the unprecedented physical development test of the first-year students enrolled in the Mongolian University of Science and Technology from 2008 to 2018. We used the “Test to Determine the Level of Physical Development and Fitness of the Population”. Actually, this test named after the President of Mongolia Mr. Tsakhiagiin Elbegdorj has been implemented at the national level. During the test, height, weight, speed, strength, flexibility and endurance of students were studied by the movement test method. The test was evaluated according to the approved methodologyю. And as a result, we used quantitative and statistical research methods, performed reliability and statistical tests for each questionnaire and data obtained and analyzed the correlation of factors. If we look at physical development levels of all students, there were 14 percent with poor results and 44 percent with insufficient ones. The physical development of the majority of participants (58 percent) was rated below the sufficient level (17 points) that a person of that age should have. In terms of gender, 53 percent of male students and 65 percent of female students had insufficient physical development. According to the data of a sociological questionnaire survey of students participating in the test, 58.1 percent did not exercise or play sports. It was an interesting observation that coincided with the result that 58.0 percent of the test participants had insufficient physical development. According to our research, the majority of Mongolian students and young people had a low level of physical fitness, and one of every six students had weight problems. This may indicate that the approach to teaching skills development and physical education is somewhat ineffective. The theoretical and practical significance of the research is that the current situation regarding physical development of students and youth can be determined and the results can serve as a basis for making detailed policies and decisions for the development of physical activity and sports among young people. Today, students and youth are the most important segment of the population that drives the economy and human development of Mongolia, so it is important to cultivate a healthy and physically fit nation relying on the fact that physical activity and sports should be available for all people.

몽골 문서보관소 자료를 통해 본 북한과 몽골의 문화교류

This study examined cultural exchange patterns between North Korea and Mongolia in the 1950s and 1960s based on materials from the Mongolian archives. The following characteristics emerged in the cultural exchange between North Korea and Mongolia at that time. First, In July 1952, a 72-member North Korean art troupe led by Choi Seung-hee visited Mongolia for two weeks to commemorate the 31st anniversary of the Mongolian People's Revolution. This was a very unusual move, and Mongolia was the only country where North Korea dispatched a North Korean art troupe with Choi Seung-hee during the height of the war. Second, on May 14, 1956, North Korea and Mongolia signed the first cultural agreement and established a basic framework for cultural exchange. At that time, along with the cultural agreement, North Korea signed an economic and cultural agreement with a country with close economic support and political solidarity, and Mongolia, along with Soviet Union and China, was one of the countries that signed the agreement. This shows that in North Korea's external relations, Mongolia had the same friendly relationship with Soviet Union and China. Third, as the visit of Choi Seung-hee and Anmag(安漠) to Mongolia in the 1950s and 1960s is newly revealed, their activity in cultural exchange cooperation between North Korea and Mongolia stands out. When the Pacific War broke out in the early 1940s, Choi Seung-hee toured the front lines in Manchuria and Mongolia and gave consolation performances, and after defecting to North Korea, she taught Mongolian students studying abroad in Beijing. Anmag reached her peak together with her wife, Choi Seung-hee, when she ascended to the position of Minister of Culture and Propaganda in 1956, but visited Mongolia in January of that year, just before her purge in 1958. Anmag participated as a representative of North Korea to conclude the ‘Cultural Exchange Plan between North Korea and Mongolia’ in 1958 and planned various cultural cooperation projects between the two countries.

What shall I do? Similarities and differences in moral judgements between Austrian and Mongolian students

Cross-cultural research in moral judgements (e.g., whether to sacrifice one person to save several others) often focuses on differences regarding the instrumentality of harm, i.e., whether the death of one person is an instrument to save several others (instrumental) or is an incidental side-effect (incidental). Less cross-cultural research exists on differences regarding one’s own involvement, i.e., whether one’s own life or only the life of others is at risk. The present study investigated the influence of both factors on moral judgements in a European (Austrian) and an Asian (Mongolian) culture. Austrians and Mongolians read moral dilemmas and chose whether (or not) they would carry out an action that sacrifices one but saves several others. Afterwards, they rated the moral acceptability of that action. Both cultures chose utilitarian actions (sacrificing one to save others) less often in instrumental than in incidental dilemmas. Thus, instrumental harm is universally regarded as worse than incidental harm. In instrumental dilemmas, Mongolians chose more utilitarian actions than Austrians, indicating that Mongolians more likely act in favour of group welfare. In instrumental dilemmas, Austrians chose more utilitarian actions when their own life was at risk than when only the life of others was at risk. In incidental dilemmas, the opposite was observed for Mongolians. Thus, Austrians more likely act in favour of self-interest, whereas Mongolians perceive it as more unvirtuous to harm others to save oneself. Results on moral acceptability ratings and decision times further support those cultural differences. Thus, culture may convey certain moral decisions.

Investigation and Analysis of Chinese Language Teaching

The survey of Chinese teaching to overseas students is an empirical research method, which is also a common and effective part in educational science research. Appropriate teaching investigation and analysis can beneft teaching effciently. This paper pays attention to the situation of the elementary comprehensive Chinese course for Mongolian students in the School of International Exchange of Inner Mongolia Normal University, and takes the textbooks of "??????Developing Chinese" "?????I?Elementary Chinese (I)" and ???????? "I Want to Give Him a Gift" as the teaching case. This paper analyzes the teaching status of the elementary Chinese comprehen-sive course for Mongolian international students from two aspects: the current situation of teachers, teaching content and teaching objects, as well as the existing problems in the learning process.

When time does not matter: cultures differ in their use of temporal cues to infer agency over action effects.

Sense of agency (SoA) is the sense of having control over one's own actions and through them events in the outside world. Sometimes temporal cues, that is temporal contiguity between action and effect, or temporal expectation regarding the occurrence of the effect are used to infer whether one has agency over an effect. This has mainly been investigated in Western cultures. However, Western and Eastern cultures differ in their time concepts and thus their usage of temporal cues may also differ. We investigated whether Western and Eastern cultures (Austrian vs. Mongolian students) use temporal cues differently. Participants performed adaption blocks in which actions were followed by immediate (immediate effect group) or by delayed (delayed effect group) effects. In subsequent test blocks the action-effect delay was varied and participants' SoA over the effect was assessed. In Austrian students, the immediate effect group experienced more SoA for short action-effect delays, whereas the reverse was true for the delayed effect group. Thus, temporal expectation rather than temporal contiguity is used as predominant agency cue. In Mongolian students, SoA did not significantly differ between different action-effect delays in both groups, indicating that Mongolian students hardly rely on temporal cues. In conclusion, due to linear time concepts in Western cultures, the timing of an effect may be an important agency cue in Austrian students. However, due to cyclical time concepts in some Eastern cultures, it may be a less important agency cue in Mongolian students. Thus, the use of temporal agency cues is culture-dependent.

An analysis of the english phoneme /f/ produced by mongolian students using the spectrogram praat method (A case study of the intermediate level students at the School of Arts and Sciences, NUM)

An analysis of the english phoneme /f/ produced by mongolian students using the spectrogram praat method (A case study of the intermediate level students at the School of Arts and Sciences, NUM)

STUDY ON THE EXPERIENCES AND EMOTIONS ASSOCIATED WITH HAPPINESS AMONG HIGH SCHOOL STUDENTS

The study of happiness focuses on how people perceive their well-being, the ways they seek hap-piness, and the factors that affect their feelings of happiness, including self-esteem, depression, satis-faction, and living quality. Researchers also aim to explore the relationship between happiness, self-esteem, depression, satisfaction, and quality of life, to assess people’s sense of achievement. Happiness is strongly linked to an individual’s sense of achievement and overall life satisfaction. In this article, we will discuss the findings of a study that examines the feelings of happiness and the factors that influence them among 562 high school students. The research discovered that students from both China and Mongolia shared a similar understand-ing of happiness. There are no differences in how Chinese and Mongolian students perceive happi-ness. It has been discovered that happiness plays a crucial role in making people better citizens. Stud-ies have shown that it is a strong predictor of civic engagement when growing up and becoming an adult. Moreover, positive emotions that lead to career success help improve work results. As a result, it is advised to organize various activities that aim to develop students’ sense of happiness in general education schools.

Development of Trends in Russian-Mongolian Educational Cooperation in New Conditions

Introduction. The article is devoted to the problem of international relations in the field of higher education. The purpose of the study is to consider the development of modern Russian-Mongolian educational cooperation. The authors set the following objectives of the article: to reveal the role of the Russian language as one of the tools for the development of Russian-Mongolian educational cooperation; to enumerate and describe the features of the promotion of Russian higher education in Mongolia; to illustrate the experience of developing Russian-Mongolian educational cooperation on the example of Novosibirsk universities.Methodology and sources. The study of the problem of international cooperation in the field of higher education is based on a socio-cultural approach. The methodological basis is the concept of education as a «soft power». The study is conducted with the use of the following sociological methods: the focus group-method; analysis of secondary sociological research; comparison; generalization. The sources of the study are the regulatory documents on which Russian-Mongolian relations are based as well as data from other studies on the topic.Results and discussion. Based on the data obtained, the researchers come to the conclusion about positive trends in educational cooperation, however, the potential of Russian-Mongolian relations is not fully realized. After the pandemic, more active promotion of Russian educational programs in Mongolia is needed, which will allow updating approaches to Russian-Mongolian cooperation in the field of higher education. The article offers a list of measures for the development of Russian-Mongolian cooperation, including the development of intercultural communication and dialogue between Russian and Mongolian students.Conclusion. Based on the data obtained, the researchers came come to the conclusion about positive trends in educational cooperation, however, the potential of Russian-Mongolian relations is not fully realized. After the pandemic, more active promotion of Russian educational programs in Mongolia is needed, which will allow updating approaches to Russian-Mongolian cooperation in the field of higher education. The article offers a list of measures for the development of Russian-Mongolian cooperation, including the development of intercultural communication and dialogue between Russian and Mongolian students.

Learning Styles and Cultural Differences: A comparative study of cultural differences in Austrian and Mongolian Students

This study shows the relationship between the types of cultural differences and learning styles of Kolb's learning model. Although several cross-cultural studies on learning styles suggest that learning styles may differ from one culture to another, the question of which cultures are associated with which learning styles and abilities has been less explored. This study focuses on the empirical findings of comparative studies on past cross-cultural differences in learning styles and considers how the propositions generated by the theory tests may reflect their past empirical findings. This research shows that culture is associated with specific learning styles and abilities.

Students’ Perceptions of a Blended Course and its Effectiveness at a Mongolian University

Blended learning has been considered one of the modern delivery modes of teaching and learning since the COVID-19 pandemic outreach. Although e-learning has been developing in most countries, its importance and needs were highly acknowledged by all educational organizations worldwide during COVID-19. All educational institutions worldwide run online or blended courses at some stage of their training. Regarding temporary demands such as the pandemic, learners had to study through online learning, and now it has become one of their regular learning modes. Meanwhile, educational institutions and their stakeholders were experiencing both online and blended programs and were provided opportunities to compare different delivery methods. Therefore, blended learning and teaching have become a more profitable way of teaching, especially in higher education. This article investigates the student’s perceptions of blended learning and its effectiveness based on the case of a Mongolian university. To achieve this goal, we conducted qualitative and quantitative research. The survey included 182 students from first-year to senior year to identify the challenges they faced, the experiences they gained, and their evaluation of the blended courses they enrolled in. The research questions were created on Google form, data was electronic via emails, and focused group interviews were conducted simultaneously. As a result of the survey, it has been revealed that there are several benefits and advantages to blended courses in the tertiary education sector of Mongolia. However, key factors such as the learning styles of Mongolian students, appropriate learning environment and course design, access to technology, and effective organization should be improved in the future in order to run the blended courses successfully.

재한 몽골 학생들의 학업 스트레스 대처 전략 잠재집단에 따른 학업탄력성, 학업열의 및 학업 성취도의 차이

This study aims to examine the academic stress coping strategies profiles of Mongolian students in Korea and to explore the differences in academic resilience, academic engagement, and academic achievement according to academic stress coping strategies profiles. The study respondents were 211 students from the 5th grade of elementary school to the 3rd grade of high school at a Mongolian school in Korea. As a result of the study, five types of latent profiles were found to be suitable for the data. 'The lowest adaptive coping strategies+the and lowest maladaptive coping strategies group' (Group 1), 'The high adaptive coping strategies+low maladaptive coping strategies group' (Group 2), 'the low adaptive coping strategies+moderate maladaptive coping strategies group' (Group 3), 'adaptive coping strategies+high maladaptive coping strategies group' (Group 4), and 'medium adaptive coping strategies+high maladaptive coping strategies group' (Group 5). Examining the differences between profiles in academic resilience, academic engagement, and academic achievement, with the exception, academic resilience, academic engagement, and academic achievement of the 'high adaptation + low maladjustment academic stress coping strategies' group and 'high adaptation + high maladaptive academic stress coping strategies' group were higher than the other groups. Based on the research results, educational interventions to help Mongolian students in Korea were discussed.

National identity and multilingualism: a survey of Chinese Mongolian university students

ABSTRACT In the field of multilingualism, limited research has explored the link between language proficiency and national identity, although the key role of language in the national identity (NI) formation has been acknowledged in other fields (e.g. sociology) over the past five decades. Aiming to narrow this gap, the present study examined Chinese Mongolian students’ NI and the influence from multilingualism (operationalised as self-rated proficiency in respectively Putonghua and English, their L2 and L3) and other sociobiographical variables (e.g. gender). NI was measured with a questionnaire item designed to gauge this construct that has been used in the latest waves of the Chinese Social Survey (CSS), a longitudinal nation-wide survey in China. The participants (N = 586) achieved a mean score of 4.26 (out of five) with the bootstrapped 95% confidence interval [4.20–4.32], indicating a high level of NI. Regression analyses showed that the two measures of multilingualism, attitudes respectively toward Putonghua, English, and trilingualism, and other sociobiographical variables influenced NI to different degrees. Calls for more comprehensive data concerning NI in multilingualism research and for more robust statistics (e.g. fuller use of effect size) were made. Policy implications vis-à-vis cultivating multilingualism among ethnic minorities were also discussed.

Гадаад хэлний олон улсын стандартад тулгуурласан сургалтын хэрэглэгдэхүүн боловсруулах арга зүйн асуудалд (МУИС-ийн ерөнхий суурь хичээлд зориулсан “Япон хэл 1” сурах бичгийн жишээгээр)

In this article, we will be considering the issues on the methodology for developing the textbook “Japanese 1” for NUM’s Liberal arts education. When creating the textbook “Japanese 1” us authors, have aspired to follow the methodologies for developing foreign language teaching materials, common criteria for textbook, internationally accepted CEFR and the JF Standard for Japanese-Language Education. CEFR and JF standards both clearly define the Level A or beginners’ learning goals and objectives. We took those goals and objectives as our main indicators for evaluation and took a student- centered, communication-oriented approach. Furthermore, when setting learning goals and objectives and evaluating the results, we used the Can-do statements evaluation method, which focuses on “What will the learner be able to do?”. As the above-mentioned textbook is targeted for Mongolian students, it is structured around concepts concerning Mongolian cultural elements. In the future, we firmly believe that this textbook should be used as a comprehensive teaching aid for Japanese language and should be improved along the way. Also, we hereby acknowledge the necessity for developing the basis of creating the textbook for the next level.

Монгол оюутнуудын aнгли хэлний /r/ эгшиг авианы дуудлагын алдаанд хийсэн дүн шинжилгээ (МУИС-ийн ШУС-ийн англи хэлний дунд түвшний оюутны жишээгээр)

Монгол оюутнуудын aнгли хэлний /r/ эгшиг авианы дуудлагын алдаанд хийсэн дүн шинжилгээ (МУИС-ийн ШУС-ийн англи хэлний дунд түвшний оюутны жишээгээр)

Attitude of Russia and Mongolia’s student youth towards students with disabilities as a condition for the formation of the inclusive educational environment

The article is devoted to the problem of formation of tolerant attitude to the disabled with special educational needs among students studying humanitarian, social and engineering professions (Trans-Baikal State University, Russia) and medical professions (Mongolian National University of Medical Sciences, Mongolia). The authors reveal the peculiarities of understanding disability as a social problem that must be solved by the modern society. The authors suggest that educational institutions should become the main centers to educate young people to be tolerant to people in need of assistance. The presence of an inclusive educational environment supports the effective cooperation of all students, as well as the integration and socialization of students with special educational needs. In the article special attention is paid to individual, value attitudes of students and their world view in relation to special students. The aim of the study is to determine the comparative features of the attitude of Russian and Mongolian students towards their fellow students with special educational needs. The study was attended by 315 students. The author questionnaire included three sets of questions: socio-demographic, knowledge of disability in countries, comparative indicators of tolerance for the disabled, and willingness to cooperate with groupmates with special educational needs. The average level of students’ understanding of the need to create special educational conditions was revealed. The practical significance of the work is determined by the possibility to use the results obtained in the development of programs and projects related to inclusive education and tolerance.

Study Results of the e-Learning Readiness of Mongolian Students

While the pandemic has increased the use of e-learning in education, access varies by location. In order to determine what kind of policy support is needed to support e-learning in the future, it was found that the readiness of students for e-learning is at average level. The purpose of this study is the correlation between the e-learning readiness and technical skills, the ability to communicate with the teacher, the ability to communicate with colleagues, and the communication skills of our country's high school students using an international survey questionnaire. Research analysis were done using SPSS. According to the study results, the location of the schools, the age and gender of the students do not affect the e-learning readiness. However, the fact that the student has his own computer and has sufficient Internet access affects the readiness of e-learning. According to the correlation analysis, technical competence, communication competence with the teacher, communication competence with colleagues, and communication competence are positively related to each other. Also, a survey of students' e-readiness was taken from the teacher, and a discrepancy was observed between the students and the teachers.

Negotiating Mongolian ethnic identity through the teaching of Mandarin Chinese as a second language

ABSTRACT Despite growing attention paid to the language ideologies of teachers as actors in bilingualism or multilingualism studies, little research has examined whether and how power dynamics between majority and minority languages play a role in the promulgation of a majority language to ethnic minority learners of that majority language. This paper explores how both linguistic and cultural knowledge of Mandarin are understood by a specific group of Mongolian teachers and trainee teachers of Mandarin in Inner Mongolia, China. Drawing on Geeraerts’ (2003. “Cultural Models of Linguistic Standardization.” In Cognitive Models in Language and Thought. Ideology, Metaphors and Meanings, edited by R. Dirven, R. Frank, and M. Putz, 25–68. Berlin: Mouton de Gruyter; 2020. “Romantic and rationalist models of linguistic diversity.” SKASE Journal of Theoretical Linguistics 17 (3): 2–19) two cultural models of language standardisation, we shall show that the Mongolian teachers and trainees appear to adopt both a ‘rationalist’ and a ‘romantic’ view. On the one hand, they hold a rationalist view of modern Chinese literature, perceiving it as linguistic and cultural capital (Bourdieu, P. 1992. Language and Symbolic Power. Cambridge and Malden: Polity Press) for Mongolian students in the Han-dominant linguistic market. At the same time, they hold a romantic view of classical Chinese literature, perceiving it as a marker of the dominant, and therefore ‘ideal’, Han ethnic identity. Such mixed perceptions have significant implications for understanding how teaching a majority language may be viewed by an ethnic minority group: as a communicative tool, as linguistic and cultural capital, and/or as an identity marker.

Особенности социокультурной адаптации монгольских студентов новосибирских вузов

Social and cultural adaptation of foreign citizens, their integration into Russian society today is one of the most important goals of the state national policy of the Russian Federation. A separate task is facing Russian universities to gradually adapt Mongolian students to the socio-cultural characteristics of life and higher education in Russia. On the basis of many years of observations and practices, the socio-cultural features of the adaptation of Mongolian students studying in different universities in Novosibirsk are described. The article presents the results of the analysis of documents and data of a sociological survey of students. It is concluded that, despite the positive results of the adaptation of Mongolian students, there are also certain barriers, for the removal of which there are various resources, both from universities and public organizations of the city. Broadcasting the experience of successful socio-cultural adaptation is designed to enhance the positive image abroad of domestic education and Russia as a whole.

Language, Social Media and Ideologies: Translingual Englishes, Facebook and Authenticities

Language, Social Media and Ideologies: Translingual Englishes, Facebook and Authenticities

Timing game: postgraduate lives of Vietnamese and Mongolian students from Korean regional universities

Timing game: postgraduate lives of Vietnamese and Mongolian students from Korean regional universities