Scope Of Reading Research Articles

Adoption of Web 2.0 Technologies in Driving Reading Habits of Secondary School Learners in Bulawayo Metropolitan Province, Zimbabwe

Reading in the 21st century networked society is no longer confined to print. The scope of reading has extended to Web 2.0 technologies that have changed the traditional reading culture of readers. The problem is that secondary school learners in Zimbabwe are not fully adopting Web 2.0 technologies to cultivate their reading habits. This qualitative study examined the adoption of Web 2.0 technologies in driving the reading habits of secondary school learners in the Bulawayo Metropolitan Province in Zimbabwe. A multiple-case study design was employed, which collected data from 210 learners. The learners were divided into 14 focus groups as a data collection tool. Data were augmented through interviews with school librarians and then analysed thematically. Findings reveal that some learners spend five hours per day using different types of Web 2.0 technologies, which include WhatsApp, Facebook, WattPad, Pinterest and YouTube for the purposes of entertainment, and this has a negative effect on their reading. The study revealed potential positive effects of using Web 2.0 technologies, such as having up-to-date reading materials. It is concluded that Web 2.0 technologies can be adopted in driving the reading habits of secondary school learners. Some learners are already using Web 2.0 technologies for downloading novels. Especially girls (and some boys) are reading newspapers by using Web 2.0 technologies; however, other learners are using them for the wrong reasons. This paper contends that if guided well, young people can use these technologies to cultivate their reading habits. A further study is recommended on how parents/guardians can adopt the use of Web 2.0 technologies as a drive to improve the reading habits of learners.

Exploring the validity evidence of a high-stake, second language reading test: an eye-tracking study

The current study aims to explore the cognitive validity of the iBT TOEFL reading test by investigating test takers’ eye movements on individual items. It is assumed that successful test takers would adopt the intended reading processes, the same types and levels of cognitive processes that they would use for real-world reading tasks. Forty-seven Chinese ESL students participated in the study, in which they took the TOEFL reading practice testlet on a computer, completed comprehension subskill tasks, and had stimulated recall interviews. Results showed that test takers tend to rely heavily on careful reading skills, while expeditious reading skills were rarely activated. The scope of reading was often restricted to the local level; learners hardly read more than a paragraph to answer questions. In some factual question items, successful readers were more efficient in reading and locating key information, whereas such group differences were not found in other items. Lastly, the gaze plots suggest that learners’ eye movements manifest various interactions between comprehension subskills, primarily subject to bottom-up linguistic processing. The limitations and implications of learners’ eye-tracking data for test validation will be further discussed.

ПРОСВІТНИЦЬКА ДІЯЛЬНІСТЬ ІНСТИТУТУ ДИТЯЧОГО ЧИТАННЯ ЩОДО РОЗВИТКУ ПЕДАГОГІЧНИХ ІДЕЙ ПРО ДИТЯЧУ ЛІТЕРАТУРУ Й ДИТЯЧИХ ПИСЬМЕННИКІВ (1920–1933 рр.)

Стаття присвячена вивченню проблеми толерантності та педагогіки толерантності у наукових дослідженнях. Поняття «толерантність» визначається як принцип правового, соціально-політичного аспекту. Феномен «толерантність» з огляду на його інтегративний характер є предметом вивчення різних наук: філософії, етики, політології, соціології, психології, культурології, педагогіки та ін. Насамперед відзначимо, що слово «толерантність» походить від латинського «tоlегаnсіа», що має три значення: стійкість, витривалість; терпимість; допустиме відхилення. Ключовим змістом усіх цих слів є відсутність небажаної реакції індивіда в ситуації, коли вона можлива або практично вимушена. Толерантність зароджує довіру, готовність до компромісу та співпраці, а також радість, доброзичливість, комунікабельність. У загальному розумінні толерантність – це відсутність негативної реакції індивіда у всіх тих випадках, коли вона можлива та очікувана зовнішнім спостерігачем.
 Педагогіка толерантності розглядає свободу як діяльність, що тісно пов’язана з поняттям «дисциплінованість». На думку вчених, мета виховання полягає в тому, щоб не втручатися в природній хід дозрівання дитини, а спостерігати за нею, допомагати її нормальному розвитку. Дослідники закликають орієнтуватися на самостійність і самодіяльність, шанобливо ставитися до дитини.
 Мета статті – теоретично обґрунтувати поняття толерантності у наукових дослідженнях і дати визначення поняттю «педагогіка толерантності». Відповідно до мети дослідження було визначено такі завдання: проаналізувати теоретичні основи понять «толерантність» та «педагогіка толерантності»; розкрити сутність та особливості педагогіки толерантності.
 Для розв’язання поставлених завдань використано теоретичні методи аналізу й узагальнення наукової та методичної літератури з досліджуваної проблеми.

Церковь интровертов. Почему среди нас нет более Иоаннов Кронштадтских

The article is devoted to the issue of contemporary church, perhaps the church of the recent times, to the issue of its parishioners and the characteristics of their psychological disposition, scope of reading, thought and ideas. Where is the marking line that divides them from the “secular life”, from “good laypeople” who also aspire to be moral? We see this marking line in the realization (awareness) of the conception of the sin and the use of this realization in everyday life. The root of difference between the “ecclesiastical traditionalists” and “ecclesiastical liberals”, that are connected with two diverse theologies and two diverse anthropologies, lies in the different attitude to the conception of sin. The traditionalists support the ascetic church doctrine that now more and more penetrates the parishioners’ life, and the liberals, voluntary or involuntary, absorbed the idea of the Man of the New Time, natural man, who due to the newest tendencies is gradually turning into an “unnatural man”. The disappearance of the concept of sin from the public conscience makes it impossible to deliver such sermons as the Saint Holy John of Kronstadt. The church and the laypeople tend more and more to talk past each other, the ecclesiasts turn more introvertive, unsociable and misunderstood by the world. Jesus Christ also spoke about this phenomenon: “If you were from the world, the world would love its own, but I chose you from the world, so the world hates you”. The tragic aspect of this saying becomes more evident in our time that has certain apocalyptic traits.

Innovation of Teaching and Learning English Applied to Animal Sciences’ Student with the Combination of Computer Media and Audio Visual

Currently, knowledge era is not only concern on books but also technology use as the product to enhance the intellectual capability. This technology development can support the process of teaching and learning English in the classroom activities and language laboratory. Computer and audio visual is the essential media to assist a lecturer, besides books or hand out distributed to the students which also supported the method of teaching according to their needs. In this research, we have observed and analyzed 94 students from the Faculty of Animal Science in two different classes, 46 students in class A and 48 students in class B, year 2014/2015 by using Contextual Teaching and Learning (CTL) system for about one semester. Basically, collaborative materials were given on the scope of Reading, Writing, Listening and Speaking related to animals and their habits by using videos displayed that combined with ONIC DL-300 plus program provided at the English laboratory, Faculty of Animal Science, Udayana University as the supporting element in teaching and learning English. The progress of learning English can be observed and analyzed from their result of evaluation in the classroom and language laboratory. In this case, the result of achievement evaluated from their final scores of soft skill including assignments and participation, practicum, mid test and also final test. It showed that 100% students passed the final range scoring in class A and 96% students passed in class B.

An Empirical Analysis Of The Literature Cited In The Journal Of Agricultural Education

Thirty-one volumes of the Journal of reflect on author’s debt to earlier works, constitute Agricultural Education (formerly AATEA Journal) a statement as to which of these works are have been published since 1961. Over the years, important, and are a means by which authors the journal has undergone a number of changes in anchor their work and relate it to earlier research” terms of size, format, content, frequency of (Goldman, 1979, p. 485). In addition, citations publishing (from three issues to four in 1983) and finally, a change in the name from AATEA Journal may also reflect an author’s scope of reading and his/her scientific interests (Berg, 197 1; Broadus, to the Journal of Agricultural Education (JAE). 1967; and Crane, 1972).