Skills Of First-year Students Research Articles

Improving Writing Skills In First-Year Students At Lilama 2 College: The Role Of Task-Based Language Teaching

This study investigates the challenges faced by first-year EFL students at Lilama 2 Technology International College in Dong Nai, focusing on the development of paragraph writing skills. Through Task-Based Language Teaching (TBLT), the research aims to uncover the key obstacles students face and evaluate how TBLT can effectively address these challenges. Involving a cohort of 5 teachers and 100 students, the study utilizes both qualitative and quantitative methods to gather comprehensive insights into students’ writing difficulties and the impact of TBLT on their performance. The research addresses two pivotal questions: What are the main difficulties faced by first-year EFL students in writing paragraphs? How effective is TBLT in overcoming these difficulties and improving their writing skills? The findings provide practical insights into specific writing challenges and demonstrate the potential of TBLT to enhance EFL writing instruction, offering valuable implications for educators aiming to improve writing skills in similar contexts

Investigating the Role of Brainstorming Strategy in the Developing the Writing Skills of First Year Students of the College of Administration and Economics

The present study aims at investigating the role of Brainstorming strategy in developing the writing skills of first year students of the College of Administration and Economics. The population of the study consists of first year students / College of Administration and Economics / University of Mosul. The researcher has intentionally selected (66) first year students, and has prepared an achievement test to check writing skills in the form of (write a paragraph). The instruments used in this research have been divided into the following three phases: 1.Pre-test: it’s purpose is to find out the initial ability of the students before presenting the materials according to the brainstorming method. 2.Treatment: has been given before the students did the post-test. 3.Post-test: it’s purpose is find out students’ development after presenting the materials through the application of the brainstorming method. By using some statistical means to analyze the data, the results show that there has been a statistically significant difference in the mean scores of both the pre- and post-tests in writing skills (in English language) taught according to the brainstorming method.

Development of Students’ Metacognitive Skills by Means of Educational Technologies in ESP Instruction at University

Metacognitive skills which provide regulation and management of students’ intellectual activity in the process of their self-education are of great importance, especially in the context of the learner-centered education paradigm in the global information space, with its focus on the self-study and self-development of an individual. In this regard, the article aimed to analyze the development of metacognitive skills in first year students by means of educational technologies in ESP classes at technical university in Ukraine. As shown by the results of the study, educational technologies can be successfully used for the development of such metacognitive skills as self-directed learning skills, collaboration skills, self-management skills, self-reflection skills in first year students studying ESP at university level. The educational technologies used in our study – the Moodle platform, WebQuest, blogs and wikis, Google Classroom, Quizlet – confirmed their efficiency as a useful tool for the development of metacognition since they provide the learning environment which makes it possible for students to organize and control their learning, make decisions, reflect on the results of their learning experience and make necessary changes and adjustments if necessary.

Perceived effectiveness of short English movies in enhancing listening skills of first year students at a university in Vietnam

Perceived effectiveness of short English movies in enhancing listening skills of first year students at a university in Vietnam

ОЦЕНКА УРОВНЯ СФОРМИРОВАННОСТИ КРИТИЧЕСКОГО МЫШЛЕНИЯ КУРСАНТОВ НА ЗАНЯТИЯХ ПО ИНОСТРАННОМУ ЯЗЫКУ

The article is devoted to the problem of diagnosing and developing critical thinking among junior cadets of a higher military school. The importance of the development of critical thinking as a means of implementing the latest requirements of higher education standards for the study of foreign languages is substantiated. The technology for diagnosing the critical thinking skills of first-year students is described, the results obtained are analysed, and the prospects for further work are determined.

Interactive Online Teaching of Phonetic Skills: Introductory Phonetic Course

This paper aims to develop a methodology for forming communication skills (specifically phonetic skills) through a virtual learning environment involving online learning platforms, online tools, and mobile applications, which determines the relevance and timeliness of the study. The authors present their experience of effective use of modern online resources and mobile applications to develop phonetic and communication skills in first-year students studying German as the first and second foreign language at the Department of German Philology at Odesa I.I. Mechnikov National University, Ukraine. According to the survey, modern digital tools and applications help students reveal interest and, more importantly, increase motivation in learning a foreign language. They enable students to keep in touch with their teachers, who provide them with feedback and support, creating the effect of social presence which is so vital in a distance learning environment. The significance of the research is to establish the background for the formation of students’ self-development and self-education skills, encourage the students to take responsibility for their learning process, and motivate their learning activities with the most effective tools and technologies that do not only complement traditional teaching methods, but also contribute to the learning process improvement and enhancement. Consequently, the research findings can apply to the development of communicative competence, which is the main goal in teaching any foreign language.

Тhe problem of continuity in the study of the topic "function" between school and university

The article deals with the problem of succession in the study of the topic Function between school and university mathematics courses and presents analysis and interpretation of the main results of this test study. The problem of continuity in teaching mathematics is connected with the tasks of implementing intra-subject and meta-subject connections, with the sequence of presentation of educational material, the levels of increasing its complexity, with the search for optimal forms and methods of organizing the process of teaching mathematics at different educational stages. In this regard, the article deals with the problem of continuity in the study of the topic Function between the school and university courses of mathematics, presents an analysis and interpretation of the main results of the knowledge and skills of first-year students in three different streams with the Russian language of instruction.

USE OF MODERN PEDAGOGICAL TECHNOLOGIES IN THE COURSE OF DESIGN GRAPHICS FOR STUDENTS OF THE SPECIALTY "FINE ARTS"

The paper presents the main advantages of using the project method during distance work of students when they execute a graphic project in the discipline "Engineering Design Graphics". Students study in the specialty "Fine Arts." It is known that high-quality education can be only when theoretical knowledge can be applied in practice. Therefore, it is the use of the project method in the study of graphic disciplines that can become the basis for the training of design specialists. The use of the project method in the study of graphic disciplines leads to an increase in student activity, the acquisition of teamwork skills, the expansion of students' worldview and the acquisition of professional competencies.The capacity of the project method is confirmed by high-quality student works that were submitted to the competition. In the process of creating the group logo, project participants gained research skills, consolidated their knowledge and skills in graphic description of existing images. The information received in the course "Engineering Design Graphics" allowed the contest participants to qualitatively express their thoughts, demonstrate their creative ideas, and provide the project with high-quality graphic images. The use of the project method allowed teachers to identify the research skills of first-year students, recognize among them those who are able to think independently make non-standard decisions and critically evaluate their work.During the project, students, working in groups, learned to combine the knowledge gained during training, became interested in information about graphic images and methods of their execution, learned to correlate the obtained theoretical material with the solution of the problem of geometric modeling of the emblem of the group. According to the results of the competition, it is possible to draw conclusions that students of the Project Graphics course demonstrated the ability to think independently, make interesting decisions, demonstrated the ability to qualitatively perform two-dimensional graphic images of various complexity when solving various engineering tasks and during design projects.

Metacognitive Training in Chemistry Tutor Sessions Increases First Year Students’ Self-Efficacy

Recent educational research emphasizes the importance of personal social cognitive beliefs and metacognitive knowledge and skills for achievement in science as well as retention in the field. In this project, a mandatory evening tutorial program was developed to provide direct instruction in metacognitive skills for first year students enrolled in an introductory chemistry course. As measured by student surveys and grade outcomes, this approach directly increased students’ self-efficacy in STEM and increased students’ achievement. In addition, these effects were more pronounced for women in the course. These results suggest that teaching metacognition to students in introductory chemistry courses could improve achievement and potentially improve retention in the field, particularly for women in physical sciences.

Student bibliographies: charting research skills over time

Purpose The purpose of this study is to compare two bibliography assignments completed after one-shot library instruction to determine which research skills first-year students retain over the course of a semester. Design/methodology/approach A rubric was developed for citation analysis of student-annotated bibliographies and final bibliographies. Each assignment was scored on a three-point scale, and four criteria were assessed: the quality of sources used, variety of sources used, quality of annotations (for first assignment only) and citation accuracy. Findings Students scored highest on the quality of sources used in both assignments, although there was a statistically significant decline in overall scores from the first assignment to the second. Students had the most difficulty with writing annotations, followed closely by citation accuracy. Students primarily cited journal articles in their annotated bibliographies and reference sources in their final bibliographies. Website use increased notably from one assignment to the other. Originality/value This research is unique in its analysis of two separate bibliography assignments completed by first-year students over the course of a semester. It is of interest to librarians teaching one-shot library instruction or any librarian interested in assessing the research skills of first-year students.

Angels in the architecture - and devils in the detail: how the learning space impacts on teaching and learning

An innovative classroom design pioneered in the US, which aims to facilitate greater student engagement, has been piloted in a UK University for the first time. This case study reflects on some of the advantages and the challenges of this technology rich learning space and considers its impact on curriculum design in a module which aims to develop academic, research and digital skills in first year students on an undergraduate Health and Social Care course.

Efficiency in Large Groups: Mathematics Tutorials

When it comes to university-level mathematics for engineering education it is getting harder and harder to bridge the gap between the requirements of the curriculum and the actual mathematical skills of first-year students. This article presents a concept that increases the efficiency of mathematics tutorials so that it gets easier for students to gain the knowledge needed for the subject matter. A peer-support technique is adopted with the intention of increasing the efficiency of the traditional engineering mathematics tutorial by giving each student the responsibility for leading one of the courses’ tutorials as part of an ‘expert group’. The motivation for this approach is to increase the amount of work actually done in a tutorial by using the students in the expert groups to produce warm-up material at the start of each session so that less time is wasted by those students who attend ill-prepared to start work.

Assessment of information literacy skills among first year students

The development of research and information literacy skills in first year students is essential, but challenging. Approaches to developing these skills that are embedded within subject design, and use a blended approach between online and face-to-face delivery are considered best practice in this area. However research has yet to identify the most appropriate form of assessment of these skills. We used constructive alignment to embed research skills in a first year subject. Students were assessed on their research skills using a diagnostic online quiz in week one, and then in week six, their application of their skills in their assignment was assessed using a rubric. We created a matched sample of the results on these two forms of assessment that included 227 students. Our main aim was to determine whether there was a relationship between quiz and rubric scores, and to assess the practical relevance of the quiz in terms of identifying students who might be in need of additional support. We found a small, but significant, positive correlation between quiz and rubric results and conclude that both the quiz and the rubric are useful forms of assessment, and that there are benefits to using both within an embedded curriculum.

A Laboratory-Centered Approach to Introducing Engineering Students to Electric Circuit and Electric Systems Concepts

The teaching of electric circuit analysis traditionally involves problem solving to ensure understanding of analysis theorems, complemented by laboratory experience. When taught to first year Engineering students, this approach lacks a motivational component and presents difficulties due to the weaker mathematics and problem solving skills of first year students. This paper presents a laboratory-centered approach to introduce engineering students to electric devices and systems. Using open-ended design projects, students explore and construct different types of electrical systems. Laboratories are selected so as to develop student intuition in electrical concepts, scientific fundamentals, provide a historical background, and demonstrate systems-level design issues. Over the past three years in our Department, using this approach, increased student motivation and engagement has been observed, supported by a significant increase in Electrical and Computer Engineering enrollment.

Enhancing Mathematics by Online Assessments

There is growing concern in Europe that some students are not well-equipped to start a Bachelor's or Master's programme, especially when the programme has a strong mathematical focus. In particular, attention is drawn to problems with mathematics in the transition from secondary to higher education. Higher education expects a certain level of algebraic skills and not all incoming students are able to comply with that expectation. Consequently, more institutes are developing preparatory and remedial courses to refresh or remediate algebraic skills in first-year students, and IT tools are often used to enhance their learning experience. This paper focuses on the use of frequent online assessment powered by a mathematical engine, Maple TA. The authors analyse two redesigns of mathematics courses using Maple TA at the University of Amsterdam. These courses were taken by 650 students in the Faculties of Science and of Economics and Business. In general, the students' response was positive, although the economics students were more positive than the science students. Teachers were pleased with the redesigns and indicated that the use of online assessment tools for innovation in classroom teaching was straightforward.

Motor skills of first year students in Human Movement Studies

The facilitating of Human Movement Studies form an important part of a learner's total development. The World Health Organization found that more than two thirds of young people are not sufficiently physically active (Brundtland, 2002: 2). This lack of movement above all entails inadequate physical development. The aim of this study is to determine the level of the motor skills of first year students by using a test battery which was developed by the researchers. The level of motor skills was recorded by means of a five point scale. It was found that more than half of the respondents' motor skills were insufficiently developed. The article concludes with the recommendation that physical education students and teachers need to improve their own levels of motor skills in order to develop movement activities significantly. There should also be a clear distinction between movement activities as part of the formal academic programme and activities as part of an extra mural activity plan. Keywords: Motor skills; Movement; Physical development; First year students. South African Journal for Research in Sport, Physical Education and Recreation Vol. 29 (1) 2007: pp. 39-52

Case studies of the learning and study skills of first year students

The focus was on the study methods of nurse students during their first 2 years in higher education. Qualitative data were obtained by interviewing a sample of the first year students, plus a sample of second year students in two nursing specialities. The essay was found to be the most difficult format, particularly for those coming straight from school where they had written shorter pieces and had had more teacher guidance. Mature students found the exam format difficult. Four were surface/rote learners and four were deep learners who sought meaning, whilst three had elements of both approaches. Most were critical of the study skill provision at their high schools.

Teaching as Inquiry: Engaging Preservice Teachers with Research

This paper describes an initiative aimed at fostering inquiry-oriented learning through the introduction of the core unit Teachers as Researchers into the first year of the undergraduate program at the Institute of Early Childhood, Macquarie University. The unit contained three components: 1) introductory research skills for first-year students; 2) training for information technology skills; and 3) a hands-on approach where staff were engaged in research about the students’ learning. These aspects of the Teachers as Researchers unit combined to make it a powerful learning experience for students and staff alike. Several outcomes are evident in the early data analysis. First, students gained confidence in their developing ICT skills, and second, the unit has made a notable contribution to encouraging a ‘community of inquiry amongst pre-service teachers.

An Illustration of Practice in Search of Theory

of a classroom teacher in a secondary (students aged 13-17), vocational school in Dublin, Ireland. The school is located in an inner-city area with significant social disadvantage and the educational consequences that such an environment implies. The goal of this article is to examine how theory can contribute to solving problems of practice in the school, and do so in a way that helps motivate all students to become engaged learners. In the first section, I describe the social circumstances in which this particular school exists-the problems experienced with the students and the goals of instruction within the school-and the impact on learning. Next, I explore how a theory of peer learning was used to address the problems while encouraging all students to work together on issues of perceived relevance to their lives as students. Specifically, the efforts made, influenced by peer learning and other educational theories, will be placed in the context of seeking to extend the literacy skills of first-year students. While looking at literacy extension within the school and democracy as a peer-oriented device, this section will offer hope that students can work together discussing such issues, and offer constructive suggestions for the entire school. Finally, the conclusion will look at the theory that provided the path the teach-

Self- and peer assessment in a first-year communication and interviewing course.

Peer and self-evaluation are crucial in the professional development of physicians. However, these skills must be learned, and there are barriers to their acceptance and successful utilization. To overcome these obstacles, it has been suggested that these concepts should be addressed longitudinally throughout medical education. Therefore, first-year medical students were introduced to peer and self-assessment as part of a videotape review during an interviewing course by having students complete written peer and self-assessments of the interviews. Students' self-assessments were compared with the assessments of peers and faculty. Written evaluations showed peers were more lenient than faculty and students were most critical of their own performances. Students could provide balanced assessments of their peers but were predominately negative regarding their own performances. It appears first-year students are capable of evaluating their peers but have difficulty accurately assessing their own performance. Further interventions are needed to foster self-assessment skills in first-year students.