Oral Questioning Research Articles

Questioning in TOEFL iBT speaking test: a case of washback and construct underrepresentation

Admission in English-medium universities or institutions of higher education depends on the results obtained by candidates in large-scale proficiency tests including Test of English as a Foreign Language (TOEFL) internet-based test (iBT). The structure and administration procedure of the TOEFL iBT speaking test leaves no room for carrying out reciprocal interactions and, consequently, examining applicants’ questioning ability. This study highlights the significance of non-native students’ skills to ask oral English questions in academic contexts as experienced by non-native graduates from English-medium universities and in the view of Iranian TOEFL iBT instructors. Further, the washback of the absence of the skill in the TOEFL iBT test was investigated in speaking preparation classes. Twelve non-native graduates and nineteen Iranian TOEFL iBT instructors participated in the study. They were all interviewed about the significance of oral questioning. The instructors’ views were also sought about the consequences of the disregard of questioning in the test. To triangulate the data, two classes of the instructors were also observed. Classroom observations and interviews were analyzed through content analysis. The results indicated that the participants generally assumed questioning as indispensable in academic interactions. Despite their acknowledgment of its significance, as both the interviews and observations unveiled, the instructors, however, tended not to work on their students’ questioning because of the absence of the skill in the test, the students’ reluctance, limited preparation time, and dependence of their professional reputation on the test results rather than target situation performance. The study further discusses the implications of the findings for the test construct representation and preparation courses.

Prevailing emotional components in adolescent girls with eating disorders

The article presents the results of a study on the predominant emotional components in adolescent girls with eating disorders, which manifested itself in the form of anorexia nervosa. In connection with the growing popularization of stereotypical body parameters and the relevance of healthy eating in modern life among adolescent girls, there is an increase in the trend towards various eating disorders. The main predominant groups subject to such deviations are precisely adolescent girls and adolescent girls. Identifying the initial emotional manifestations caused by anorexia nervosa is essential for planning preventive school programs. The research used such methods as observation, oral questioning (conversation) and "Cognitive-emotive test" Yu.M. Orlova, N.D. Tvorogova. The analysis of the data obtained made it possible to identify the predominant components of emotional disorders, namely the mechanisms of psychological defense, which are probably worth paying attention to psychologists for more competent work. The mechanisms of psychological defense turned out to be: aggression against oneself and protection from shame. The neglect of such a serious problem by school psychological services can only exacerbate the growth of these disorders. An approximate plan of preventive measures was developed, consisting of the main types of necessary work, namely: diagnostics, education, prevention, group sessions and individual assistance aimed at this category of adolescent girls and all participants in the general educational process. When developing this plan, recommendations were given for its implementation. Also, with individual work, it is worth paying special attention to the correction of emotional disorders.

Implementation of Oral Questioning in Assessing Student Learning In Mathematics Teaching In Primary Schools

POral questioning has various roles in teaching mathematics and is often used as one of the strategies for assessing student learning formatively. However, not much is known about how primary school mathematics teachers use oral questioning to assess student learning because previous studies have focused more on oral questioning in general in terms of its implementation in teaching. Therefore, this study was conducted to explore how primary school mathematics teachers use oral questioning to assess student learning in mathematics teaching. This study is qualitative in the form of a case study involving six school mathematics teachers selected using the purposive sampling method. Data for this study were collected using observation methods, interviews and field notes. Next, the data obtained were analysed using constant comparative analysis using Atlas ti. 8 software to obtain themes and sub-themes. The study found that oral questioning helps teachers gather information about student learning to improve, make decisions on teaching and ensures that students master the topics taught. Thus, it is clear that oral questioning has a broad role in teaching, especially in assessing student learning while improving teaching quality. This study has a significant impact on teachers' instruction. The use of oral questioning needs to be intensified and expanded to enable mathematics teaching activities to be implemented more meaningfully through a formative assessment conducted through oral questioning activities.

Teacher Questioning in Mathematics Teaching: Feedback that Stimulates Productive Teaching

: Providing feedback to the student responses in the oral questioning process is an essential element in helping the students to understand the concept of mathematics. This study was conducted to describe the types of feedback given by primary school mathematics teachers regarding the student response in the oral questioning process when teaching mathematics. This qualitative study employed a multiple case study research design. The data was obtained through observation methods, interviews, document analysis, and field notes. The data collected was analyzed using the constant comparative analysis method to obtain the themes and sub-themes within the primary data. The selection of the study participants used the purposive sampling method, resulting in a total of six primary school mathematics teachers consisting of three new teachers and three experienced teachers. This study found that both the novice and experienced teachers provided a variety of feedback for the students' responses to the oral questioning activities during the mathematics teaching process, such as repeated trial feedback, explanatory feedback and easier questions feedback. This research provides a deeper understanding of how the different types of feedback given by the teachers as part of the oral questioning activities helps the students to stimulate their thinking.

Maximizing the potential and outreach of Department of Community Medicine and School of Public Health in COVID 19

Teaching and learning has existence from the earliest times of human civilization. Socrates in 300 BC involved his learners by dialectic method which has inspired philosophers for more than two thousand years. The argumentative dialogue based on oral questioning and answering process to stimulate critical thinking in the dialectic method allowed others to learn by self-generated deeper understanding.(1) The Gurukul teaching in the ancient vedic time encourages the students to stay in guru’s place (termed as Gurukul) where the education was delivered through scriptures describing vedas, rules of sacrifice, understanding secrets of nature and correlating them with their real life. In these times, the education was more organized and disciplined focusing upon memory retention and concentration(2). The learning through script and writing started in 3500BC where Egyptians developed alphabets from hieroglyphs prototype which was used either on stone monuments or on papyrus, a flexible paper like material.(3)The script was later adopted by Greeks (Phoenician writing system)(4) in 11th century and thereafter by China in 1400-2100BC (oracle bone script)

Объективный структурированный клинический экзамен как инструмент оценки коммуникативных навыков ординаторов в смоделированных условиях

The relevance of the research problem is due to the need to update theoretical views and practical actions to create new methods for an objective and structured assessment of the communication skills of students at a medical university.
 The purpose of the article is to prove the suitability, reliability, feasibility of an objective structured clinical examination (OSKE) as a tool for assessing the communication skills of residents in simulated conditions during the intermediate certification of students.
 The leading research method was an experiment on the development and implementation of three stations within the framework of the OSKE to assess the communication skills of 77 residents who completed the training course in the discipline "Communication skills" necessary information and resistance to doctor's recommendations.
 The article shows that experts highly assess the level of formation of general communication skills and skills of explaining information to the patient among the majority of examinees. It was revealed that communication skills associated with persuading the patient to follow the doctor's recommendations require improvement. Based on the methods of oral questioning and questioning, as well as psychometric analysis of the exam results, it has been proven that the developed OSKE is a reliable and valid tool for assessing the communication skills of residents in simulated conditions.
 The materials presented in the article can be used for intermediate and final certification of students in residency, as well as in the process of teaching future doctors the skills of communicating with patients at clinical departments. The technology of the exam, developed by the authors, will make it possible to fairly objectively assess communication skills, to cause the examinees to experience a sense of fairness in assessment, which is one of the factors in the emergence of a positive attitude towards improving the activity of professional communication.

Psychological and Pedagogical Conditions for Leadership Development Сompetences of Future Teachers

This article conspires the fundamentally important changes that are taking place in almost all spheres of society. Similar changes make it difficult for the development of the younger generation to social adaptation and professional development.Modern Kazakhstan needs competitive people, with highly developed intellectual and communication skills, with organizational skills, capable to achieve their goals.These circumstances determine the increased interest in the study of leadership competencies of future teachers.The scientific work explores the psychological and pedagogical conditions for the forma- tion and development of leadership competences of future teachers.This article is revealing the essence of the concepts of the phenomenon «condition», «psychological and pedagogical conditions», that are providing a purposeful learning process for students in the formation of leadership competencies, which allow go to a qualitatively new level of education in higher education. The elements of the content of innovative forms and methods of teaching are analyzed, the use of which will make the process of form- ing leadership competencies purposeful and more effective. One of the stages of this research was the conduct of primary psychological and pedagogical diagnostics using the method of oral questioning (in- terview), pedagogical training to obtain information about the presence and level of development of the respondents’ leadership competencies and for further analysis of the psychological and pedagogical con- ditions of perfection-oriented leadership competencies of students in a higher school environment. 84 students from M. Auezov South Kazakhstan University and Silkway International University (Shymkent, Kazakhstan) took part in the experiment. Key words: pedagogical conditions, psychological and pedagogical conditions, pedagogical pro- cess, leader, competencies.

FORMATIVE AND SUMMATIVE ASSESSMENT PRACTICES BY TEACHERS IN EARLY CHILDHOOD EDUCATION CENTRES IN LUSAKA, ZAMBIA

The paper discusses formative and summative assessment practices by teachers in ECE Centres in Lusaka, Zambia. The study used a mixed methods design by utilizing a concurrent triangulation design which enabled the researchers to converge quantitative and qualitative data. In addition, the design helped to confirm and cross-validate the study findings. Qualitative data was prioritised over quantitative data. Probability and non-probability sampling techniques were used to sample one hundred and two (102) teachers, ten (10) head teachers and one hundred and twenty-five (125) parents. Questionnaires were used to gather data from teachers and parents, Focus Group Discussion Guides (FGDs) were used to interview teachers whilst Interview guides were used to interview head teachers. A Documentary Analysis Guide and an Observational Checklist were used by the researcher to obtain additional data on assessment practices by teachers from a documentary and observational point of view. Descriptive statistics were computed to analyse quantitative data whilst thematic analysis was used to analyse qualitative data using a framework approach of qualitative data analysis. Results revealed that the most predominantly implemented summative assessments in ECE Centres were mid-term tests and end of term tests. Teachers also used formative assessments such as homework, oral questioning, collection of samples, portfolios and interview guides. However, teachers failed to adhere to the actual norms of formative assessment such as tracking of individual children’s development, learning needs and achievements so as to adapt instruction accordingly. Consequently, the assessment results were often compromised. Finally, the study recommends that Ministry of General Education should conduct capacity building training programmes for teachers on formative and summative assessment practices in ECE to ensure effective implementation of both formative and summative assessment in ECE Centres. Article visualizations:

Possibilities of using virtual space as a resource for implementation of social initiatives

Background: The publication highlights the features of experimental research on the use of cyberspace as a resource for training future social workers to implement social initiatives on a voluntary basis during the risks associated with the spread of the Covid-19 pandemic. Possibilities of using virtual space in the social sphere are analyzed. Purpose: To determine the possibilities of using cyberspace for the implementation of social initiatives and training of social workers in the context of the spread of social risks. Materials and Methods: The study used methods of observation and oral questioning of higher education students, as well as content analysis of the activity of users of virtual space. Results: Important components of the professional characteristics of a modern social worker who provides social services in the context of the spread of social risks in modern society are identified. Emphasis is placed on the content characteristics of the created virtual space and the possibilities of its application in the social and educational activities of a social worker with various vulnerable groups (orphans and children deprived of parental care, people with special educational needs, single elderly and senior citizens, also young people in conflict with the law, families in difficult life circumstances, etc.). The need to take into account when creating an adaptive professional-oriented space features of different age and social characteristics of both recipients of social services and their providers significantly increases its socio-cultural capabilities and contributes to the preservation and strengthening (social, psychological and spiritual) components of the health of all actors who interact in this space. Conclusions: Provided are the results of the study of the impact of cyberspace on motivation of the interest of future specialists in the social field to carry out the relevant professional activity, as well as opportunities to ensure the development of their professional competence in this area of professional activity.

МОНИТОРИНГ УЧЕБНЫХ ДОСТИЖЕНИЙ ОБУЧАЮЩИХСЯ С УМСТВЕННОЙ ОТСТАЛОСТЬЮ (НА ПРИМЕРЕ НАВЫКОВ ЗВУКО-БУКВЕННОГО АНАЛИЗА)

Statement of the problem. Research problem to determine the possibility of using a modified Russian-language version of GOM technology (general outcome measurement) for monitoring of school achievements among students with mental retardation in an interactive environment. The purpose of the article is to determine the reliability and validity of the sets of tasks developed for monitoring of school achievements (sound and letter analysis) among students with mental retardation in an interactive environment. Materials and Methods. The main methodological base is a group of theoretical scientific methods related to the analysis of empirical data. Empirical data were obtained both by the method of choosing (indicating) the correct option from the three proposed for selection (the requirement of GOM technology), and by the generally accepted method of assessing sound analysis – oral questioning. The survey by pointing to the correct option was carried out using a computer program in an interactive environment. Research results. The reliability of the task sets for monitoring the formation of the ability to determine the first and last letter in a word was confirmed, since the results of showing two inclusions in a close time period coincide at a significance level of 0.05. A close and significant relationship between the display results and the results of oral responses was confirmed when determining the first and last letters in a word, which allows us to prove the validity of the task sets. Conclusions. The task sets developed in the Russian version taking into account the GOM requirements for monitoring of school achievements among students with mental retardation in an interactive environment are reliable and relevant.

Книжники из печорского рода Тирановых

This article is dedicated to scribes from the Pechorа clan of the Tyranovs, known since the 18th century. It is based on materials compiled by the author from an electronic data base. It contains information about 13 representatives of the Tironov clan, known as owners and readers of ancient books. Information about a number of Tironovs-scribes is gleaned from the lists compiled by the famous Leningrad archaeographer V.I. Malyshev on archival documents and oral questioning of the Pechora peasants during the scientist’s expeditions to Lower Pechora. Some of these instructions were confirmed after studying the records preserved concerning manuscripts and early printed books found in the Ust-Tsilemsky district of the Komi Republic.

The Organization of Distance Teaching a Foreign Language on the Training Online Platform OpenMeetings at a Technical University

In this article the author pays attention to major aspects related to the transition from the traditional form of education to distance teaching in a pandemic, with the organization of distance teaching a foreign language for students at a technical university, with the development and application of language and speech tasks that are the most suitable for conducting distance teaching in a foreign language. The paper analyzes the problems of teaching a foreign language at a technical university, which consist of a small quantity of hours for learning a foreign language and a low motivation of students to learn foreign languages at a technical University; it considers the organization of distance teaching a foreign language at a technical university in a pandemic, presents the possibilities of using the training online platform Open Meetings for organizing distance teaching a foreign language. The article’s author has developed language and speech tasks which can promote to achievement of a general aim of learning a foreign language at a technical University – attainment of the communicative competence by students and its level will allow them to use a foreign language largely in various spheres of life-activity. The study used the methods of didactic, linguistic and discourse analysis, a descriptive method with methods of observation and generalization, the method of oral questioning. As a result of the study it was found that thanks to the use of language and speech tasks on the training online platform it is possible to organize an effective process of teaching a foreign language at a technical university

Enhancing Mathematical Language through Oral Questioning in Primary Schools

Fluency in mathematical language is essential in helping students to master mathematics content. This qualitative case study was conducted to describe how mathematics teachers apply mathematical language to students in the oral questioning process. Data were collected through observations, interviews, and field notes. Six mathematics teachers from six different primary schools were selected as participants of the study using a purposive sampling method. The data were then analyzed using a constant comparative method to identify the patterns and themes that emerged from the data obtained. The study found that students were questioned by emphasizing the correct pronunciation and were asked mathematical terms and keywords to improve their mathematical language ability through oral questions. To enhance mathematical language, the teacher also restated terms in the teachers’ own words, asking using verbal-cloze questions, asking questions about mathematical terms repeatedly and using seeking-clarification questions. Thus, the use of various approaches in oral questioning had helped students to improve their fluency of mathematical language and enabled them to understand mathematical concepts better. Therefore, teachers need to understand the role played by oral questioning in the teaching of mathematical language to students. https://doi.org/10.26803/ijlter.19.5.24

The Use of Oral Questioning in Inculcating Values in Mathematics for Primary School Students

It is very important to inculcate values in the teaching of mathematics, and one of the ways to inculcate values is through oral questioning. Thus, this study was conducted to explore mathematics teachers' awareness in inculcating values through oral questioning activities. The study also seeks to determine the types of oral questions related to values that are implemented by the teachers in the teaching of mathematics. This case study involved six mathematics teachers from six primary schools in a district in Malaysia, who were selected using purposive sampling method. The data collection comprised of non-participant observations, semi-structured interviews and field notes. A continuous comparative method was performed by the researchers using Atlas.ti 8 software to obtain themes and sub-themes. The study found that the mathematics teachers were aware of the importance of inculcating values in the oral questioning process. In addition, there were three types of value-related oral questions posed by teachers as a way to inculcate values in students, namely oral questions related to pure values, oral questions related to values in daily life, and oral questions related to intrinsic mathematical values. Therefore, mathematics teachers should maximize the use of oral questions as a way to inculcate the values of mathematics so that students can appreciate mathematics more meaningfully while at the same time fostering their love towards mathematics.

ЗАСТОСУВАННЯ ІННОВАЦІЙНОЇ ТЕХНОЛОГІЇ НАВЧАННЯ MOODLE В МЕДИЧНІЙ ОСВІТІ

У статті висвітлено досвід упровадження в Рівненській медичній академії інноваційної технології навчання на базі платформи MOODLE. Досліджено вплив використання електронних навчально-методичних комплексів на успішність студентів. Встановлено, що застосування інноваційної технології навчання на платформі MOODLE забезпечує високий рівень засвоєння теоретичного матеріалу, оволодіння професійними вміннями й навичками та сприяє підвищенню якості професійної підготовки.

ЗМІСТ, ФОРМИ ТА МЕТОДИ ПРОФЕСІЙНОЇ ПІДГОТОВКИ ПЕРСОНАЛУ ФЕДЕРАЛЬНОЇ ПОЛІЦІЇ НІМЕЧЧИНИ

У статті розкрито результати дослідження особливостей організації, змісту, форм і методів професійної підготовки персоналу Федеральної поліції Німеччини всіх категорій.
 В ході дослідження з’ясовано, що професійну підготовку поліцейських службовців нижчої ланки забезпечують сім регіональних навчальних центрів ФП; професійну підготовку поліцейських службовців середньої ланки забезпечує Федеральна вища школа державного управління (м. Брюль), по завершенню навчання випускники отримують диплом бакалавра з державного управління; підготовку поліцейських службовців вищої ланки здійснює Вища школа поліції Німеччини (м. Мюнстер), випускники отримують диплом магістра з державного управління.
 Встановлено, що навчання на кожному рівні організоване за модульною системою. Автор зосереджує увагу на змістовому наповненні навчальних планів та програм і констатує, що зміст професійної підготовки персоналу ФП нижчої ланки повністю відповідає виконуваним ним у майбутньому функціям, розвитку необхідних умінь та навичок; вагому частину програм підготовки займають юридичні дисципліни; крім правничих дисциплін у навчальних планах підготовки поліцейських нижчої ланки передбачено вивчення також теорії управління, психології, особливостей застосування спеціальних технічних засобів, основ медицини та надання першої медичної допомоги, професійної етики; програма підготовки поліцейських середньої ланки, як майбутніх управлінців, передбачає, зокрема, опанування особливостей управління підрозділами та організації взаємодії з іншими структурами в умовах виконання завдань в міжнародних місіях; майбутні керівники вищого рівня (поліцейські вищої ланки) вивчають також особливості планування та проведення поліцейських операцій, організації комунікації в управлінській діяльності, управління поліцейськими підрозділами у великомасштабних операціях (під час проведення демонстрацій та мирних акцій, а також під час масових акцій, що супроводжуються насильницькими діями), особливості роботи із громадськістю та засобами масової інформації, правові норми взаємодії між органами поліції й юстиції в ЄС та правові питання міжнародної взаємодії. Велика увага приділяється розвитку фізичних умінь та навичок майбутніх поліцейських, їх стрілецькій підготовці, розвитку умінь та навичок застосування засобів примусу; 50% всього навчального часу відводиться на проходження слухачами стажування в органах та підрозділах ФП.
 Виявлено, що в системі професійної підготовки персоналу ФП основними формами організації навчання є лекції, лекції з елементами практичних вправ, семінари з елементами практичних вправ, семінари з елементами тренінгу, практичні вправи, тренінги (тренування), проектне навчання; основними методами підсумкового та поточного оцінювання є контрольна робота, усне опитування, тестування, розв’язання комплексних ситуативних завдань, екзамен.

Justification on the Selection of Revised Edition of Bloom's Taxonomy in the Levels of Oral Questioning in the Process of Teaching Mathematic in Malaysia

This paper discusses a few taxonomies in education that are frequently used in various studies. Although there are other types of taxonomy that have been used by researchers in exploring the cognitive domain of the learning processes such as SOLO Taxonomy, Fink’s Taxonomy and Marzano Taxonomy, yet the use of the Revised Edition of Bloom's Taxonomy was considered as the most justified for the study on the cognitive levels of oral questioning used by teachers in the teaching of mathematics. This paper will highlight comparison between all of these taxonomies and further justify the researcher’s selection of the Revised Edition of Bloom's Taxonomy according to the suitability and needs of the study as well as the educational trends in Malaysia.

Factors Affecting the Implementation of Low- Level Oral Questioning in Mathematics Teaching in Primary School

The purpose of this study was to identify factors that influence the implementation of low-level oral questioning in mathematics teaching in primary school. This study was a qualitative study using the case study method. Data were collected through partial structural observation, semi-structured interview, document analysis and field notes. Six mathematics teachers from six different primary schools were selected as participants of the study using purposive sampling method. The data were then analyzed using a constant comparative method to identify the patterns and themes that emerged from the data obtained. The study identified that factors of time constraint, heavy workload, extensive coverage of contents, low level student achievement, student engagement, and lack of in-service training contributed to the lack of high level questionings in the mathematics teaching process. These factors need to be addressed so that students' thinking can be enhanced through higher level oral questioning activities during the class.

AMALAN PENTAKSIRAN KEMAHIRAN PROSES SAINS OLEH GURU SAINS SEKOLAH MENENGAH DI NEGERI JOHOR

This study aims to examine the practice of the Science Process Skills (SPS) assessment conducted by science teachers in secondary schools in Johor. A total of 254 teachers became survey respondents who answered 28 questions on the assessment methodology practiced in assessing the skills of the student science process skills in the classroom. In this study, four most commonly used assessment methods were selected based on the initial studies conducted. The four methods of assessment are oral questioning, test papers, worksheets and practical work. The information in this study was obtained through survey method using questionnaire instrument. Respondents made the choice of practice form of SPS assessment used by respondents in the classroom by frequency. The reliability index of the respondent is 0.90 showing a high and very good value with Cronbach Alpha value of 0.93. The findings of the study show that the method of worksheet is the most commonly used method with average measurements of -0.32 followed by practical work method (-0.19), oral questioning method (0.21) and most commonly used for estimating SPS is the test paper method (0.24). Although the range of each method is very small, it shows the four methods used by the teacher consistently during the assessment of SPS.

The organization of knowledge control during differentiated education at mathematics lessons

The article is devoted to the organization of knowledge control during differentiated education at mathematics lessons in general secondary school classes with the average number of thirty pupils in class. The article contains several steps for the improvement of knowledge control methods which are designed to help the teachers to increase the objectiveness of their own assessments and judgments as well as to help the pupils to obtain the skill of making conscious decisions and to learn to obtain self-evaluation and self-refection. These methods are aimed at the improvement of the level of the studied material as well as the quality of its acquisition. It is mentioned that the appropriate choice of the methods may improve the situation concerning the knowledge acquisition under the circumstances of general secondary school where a teacher is not able to refuse the traditional methods of education and to shift to a completely new experimental practice. However, under the mentioned circumstances there is a possibility to make changes in the teaching process in order to improve it. The article offers the version of an individual approach which implies the usage of an «intermediate» variant based on the division of the class on groups according to the pupils’ ability to acquire new material. The article contains the key stages of the realization of the practice in question such as everyday control, oral questioning, pedagogical control, tests etc. The description of the practice is based on the practical experience of the implementation of such a personally-based approach under the conditions of the class-lesson’s system applied in the secondary school. The organization of knowledge control in practice showed its success.