bluuebunny/crossref_metadata_2025_split huggingface dataset:
AUTHENTIC MATERIALS: FOSTERING COLLABORATIVE LANGUAGE LEARNING
Authors: Mamba Marco Agustin 
Published: June 2024

Authentic materials serve as a framework in language education, placing emphasis on resources that resonate with the everyday experiences of learners. This approach ignites a profound motivation among learners. They are prompting their active involvement in the learning process. By infusing authentic materials into the lesson, students get exposed to a practical and relatable learning experience that, as they provide real-world contexts, fosters a more enhanced comprehension and better retention. The incorporation of authentic materials represents more than just a pedagogy; it symbolizes an initial venture into the vigorous intricacies of language acquisition, where learners are invited to embark on a learning journey filled with excitement and discovery. Confronting linguistic challenges akin to deciphering a foreign tongue can indeed prove daunting. Nevertheless, the burden of learning is significantly alleviated when materials resonate with students on a personal level, offering relatable content that resonates with their interests and experiences. Moreover, the art of tailoring materials to meet the unique needs and backgrounds of students is a transformative practice that yields tangible results in their academic journey. By aligning educational resources with students' cognitive and cultural landscapes, educators can cultivate an inclusive learning environment where every learner feels valued and empowered to excel. Ultimately, the integration of authentic materials not only enriches the educational experience but also fosters a sense of fulfilment and accomplishment among both students and educators alike, thereby propelling the trajectory of language learning to new heights of excellence.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0773/a.php" alt="Hit counter" /></p>
ERROR ANALYSIS OF WRITTEN ESSAYS OF OMANI EFL STUDENTS
Authors: Gilbang Cherubim , Daniel Deny , Ancheta Ruel F. 
Published: June 2024

<p>This study investigated the linguistic errors made by Omani EFL students in their written essays at a discourse level. A descriptive research method was utilized to gather information from twenty-five EFL undergraduate students’ essays, which were selected purposively to identify the linguistic errors from an error analysis viewpoint. The result shows that there are 15 linguistic errors found in the students’ essays which are caused by interlingual and intralingual interferences. The result also exhibited that of 15 linguistics errors, spelling (88%), capitalization (80%), and punctuation errors (72%) are the most serious. This indicates that these errors are mechanical in nature, which is the topmost error with 51.12% when grouped into the classification of errors due to the influence of the mother tongue. This implies that participants’ mother tongue (L1) contributed significantly to the mechanical errors committed. It can be gleaned that the participants are ignorant of the rules and restrictions on the proper use of punctuation and capitalization, as well as the rules on how to write the words correctly.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0767/a.php" alt="Hit counter" /></p>
USING MUSIC TO REDUCE NATIVE LANGUAGE INTERFERENCE IN EFL CLASSROOMS
Authors: Amiti Flora 
Published: June 2024

The main factors that lead to the usage of the native language in an EFL classroom are the incomplete preparation of students from the teachers, during their years of studies. In this case, the difficulty is met for the Medical Secondary School students to whom the English language is used as a foreign language. In a context where students should improve their language, the interference of L1 might not be useful. Firstly, this paper explains the influence of L1 and its exposure at the Medical Secondary School in Gostivar. Secondly, it argues how often the foreign language should be used and how it should be used to help students improve their English learning. It details some facts about difficulties students have encountered in the past with a non-native teacher who also integrated L1 into the teaching setting. What will the future bring, and how to limit L1 usage? It then concludes by identifying music and lyrics as strategies for improving and reducing L1 usage in the classroom. Students should learn the English language to have a foreign language educational prosperity.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0711/a.php" alt="Hit counter" /></p>
IMPLEMENTATION OF ALTERNATIVE LEARNING SYSTEM (ALS) AND THE 21ST CENTURY LIFE SKILLS OF SENIOR HIGH SCHOOL IN REGION XII: BASIS FOR CONTEXTUALIZED POLICY
Authors: Cagang Aurelio C. 
Published: June 2024

This study evaluated the implementation of the Alternative Learning System (ALS) and the 21st-century life skills of Region XII senior high schools with an end view of proposing a contextualized policy recommendation. The study was conducted in the Department of Education across the region, specifically in Sultan Kudarat, North Cotabato, General Santos City, and Sarangani Province. It sought to answer problems on learning resources materials, learning environment, learning assessment, distance learning modalities, flexible learning programs, partnership with stakeholders, and learning facilities, and the 21st-century life skills focused on the information, media, and technology skills, learning and innovation skills, communication skills, and life and career skills of senior high school. This research employed the explanatory sequential mixed methods design, delving into implementing the Alternative Learning System (ALS). An in-depth interview was employed to explore the study's qualitative aspects and unveil the perceptions of the selected senior high school teachers. Results showed that the level of implementation and level of effectiveness in 21st-century life skills of the Alternative Learning System (ALS) was rated High by SHS teachers. There was a significant positive relationship between these variables, which means that high implementation would significantly affect the effectiveness of the 21st-century life skills of ALS. The results of the quantitative and qualitative data served as a basis for crafting the policy guidelines on specialization, hiring, deployment, promotions, and benefits of ALS teachers must be implemented. Results also revealed that financial or government subsidies to ALS learners to support their learning needs must be available, and the partnership of industry partners and possible work opportunities must be strengthened.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0777/a.php" alt="Hit counter" /></p>
CONSTRUCTIVIST LEARNING ENVIRONMENT MANAGEMENT, METACOGNITIVE AWARENESS AND EPISTEMOLOGICAL BELIEFS: A STRUCTURAL EQUATION MODEL ON ACADEMIC SUCCESS OF STUDENTS IN PUBLIC SENIOR HIGH SCHOOLS
Authors: Del Valle Jean M. , Guhao Jr. Eugenio S. 
Published: June 2024

The purpose of the study was to establish a causal model of academic success for students influenced by constructivist learning environment management, metacognitive awareness, and epistemological beliefs. The research design used in the study was descriptive-causal design through Structural Equation Modeling. Four hundred (400) public school teachers in Region XI, Philippines, were randomly selected as respondents of the study. The data collected were analyzed using mean, product-moment correlation and structural equation modeling. This study is also aligned with the United Nations SDG #4, entitled Ensuring Inclusive and Equitable Quality Education and Promote Lifelong Learning Opportunities for All (United Nations, 2024). Findings revealed that the variable, constructivist learning environment management, had a very high mean level, while metacognitive awareness, epistemological beliefs, and academic success exhibited only high mean levels. Furthermore, there were significant relationships between each exogenous variable and endogenous variable, namely: constructivist learning environment management and academic success of students; metacognitive awareness and academic success of students; and epistemological beliefs and academic success of students. Findings further showed that among the three generated structural models, Model 3 was the best-fit model. After structural modification, Model 3 revealed that Constructivist Learning Environment Management (CLEM) was described by the remaining two indicators: communication and interaction (ci) and relation establishment (re), while Metacognitive Awareness (MCA) was measured by its remaining two indicators, namely: conditional knowledge (ck) and procedural knowledge (pk). Moreover, epistemological beliefs (EB) are determined by two remaining indicators: source (sou) and speed/stability (ss). Finally, the endogenous variable, Academic Success of Students (ASS), was defined by three indicators: internal motivation confidence (imc), socialization (soc), and personal adjustment (pa). The findings of the research study can help the Department of Education develop a more comprehensive intervention program to boost the chances of academic success of students.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0971/a.php" alt="Hit counter" /></p>
FROM INSOMNIA TO EXHAUSTION: REPERCUSSIONS OF PERVASIVE INTERNET USE ON SLEEP QUALITY AND SOCIAL MEDIA FATIGUE
Authors: Wei Li-Wei , Chang Chuan-Chi , Sikakaew Penpisut , Thamsatitsuk Kanokphan , Huang Xichang , Jaisook Napawan , Li Manhua , Zhao Fei , Chen Xiongling , Zhang Lu , Yang Chaoqiao , Mo Lingfen 
Published: June 2024

The study investigates the complex dynamics among these variables within a cohort of 894 Chinese undergraduates, comprising 46.7% males and 53.3% females, spanning various academic levels. Employing robust measurement tools, including the Compulsive Internet Use Scale (CIUS), Sleep Quality Scale (SQS), and Social Media Fatigue Scale (SMFS), the research delineates significant findings. The descriptive analysis reveals elevated levels of compulsive internet use, which is positively correlated with sleep quality (r=.316, p&lt;.01) and moderately with social media fatigue (r=.217, p&lt;.01). Cross tabulation analysis uncovers gender disparities, with males exhibiting higher compulsive internet use but marginally better sleep quality, while social media fatigue remains relatively balanced across genders. Furthermore, a progression is noted across academic levels, with seniors displaying the highest compulsive internet use and social media fatigue, coupled with a slight decline in sleep quality. Linear regression analyses underscore the predictive significance of compulsive internet use on both sleep quality (R²=.662) and social media fatigue (R²=.463), highlighting the intricate bidirectional influences. This study contributes nuanced insights into the dual impacts of digital media consumption, emphasizing the necessity for gender-specific and academic level-targeted interventions to mitigate adverse outcomes. The overarching aim is to foster a deeper understanding of these dynamics to inform the development of effective strategies for managing digital consumption, thereby promoting healthier living in our increasingly connected world.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0711/a.php" alt="Hit counter" /></p>
APPLYING THE KOTTER CHANGE MANAGEMENT MODEL IN HIGH SCHOOL EDUCATION: SOME INITIAL RESULTS IN HANOI, VIETNAM
Authors: Ha Dang Viet , Thanh Nguyen Chi 
Published: June 2024

<p>In today's setting of fundamental and comprehensive innovation in education and training, our country requires a modern education system and an appropriate educational governance model that will provide learning chances for all people. In the near future, we will integrate our country's education with that of other countries in the area and around the world. Kotter's (1996) 8-step change model is one of the most commonly utilized frameworks for leading change. This study examines the features of each step and applies Kotter's change model to high school management. The findings of surveys and interviews with high school administrators in Hanoi have somewhat demonstrated the potential of adopting this approach in the current context.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0737/a.php" alt="Hit counter" /></p>
CAPACITY TO IMPLEMENT AUTONOMY AND ACCOUNTABILITY AT VIETNAM NATIONAL UNIVERSITY OF AGRICULTURE: SITUATION AND SOLUTIONS
Authors: Uoc Nguyen Cong , Huy Nguyen Duc 
Published: June 2024

The study to assess the capacity to implement autonomy and accountability of higher education institutions should aim to consider the existing capacity of lecturers, the system of facilities and the financial capacity to meet the requirements of autonomy. This article covers the most basic, decisive factors closely associated with quality assurance conditions for a higher education institution, analyzes the current situation of the capacity to implement autonomy and accountability at the Vietnam National University of Agriculture, at the same time, proposes a number of solutions to improve the capacity to implement autonomy and accountability.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0775/a.php" alt="Hit counter" /></p>
STUDENT EVALUATION OF INSTRUCTION IN A GHANAIAN COLLEGE OF EDUCATION
Authors: Agbofa Francis Justice Kwesi 
Published: June 2024

The study conducts an evaluation of tutors and instruction at the Seventh-Day College of Education at Asokore, Koforidua. The study employed an electronic version of Student Evaluation of Educational Quality (SEEQ) questionnaire to evaluate tutors and instruction at the college. A quantitative approach with a cross-sectional survey design was employed, where 317 respondent students who had spent at least one whole academic year were sampled by a multi-stage sampling approach, which blended quota and convenience sampling. The data was analysed with SPSS 23, where means and standard deviations of questionnaire items were used to establish how students evaluate tutors. It was revealed that students have a good appreciation of their learning but are indifferent in terms of appreciation of tutors' enthusiasm for teaching. Student respondents agree that tutors have a good appreciation for group interaction during class but are also indifferent in agreement with tutors’ rapport with students. The study further revealed that students are neutral in terms of agreement with the overall expression of good presentation of academic content and use of alternative approaches and theories, as well as with the value and fairness of examinations and graded materials. Positive and statistically significant correlations were established among all the sub-scales of the SEEQ scale. A statistically significant correlation was also established between the years students have spent at the college and their overall evaluation of educational quality. The study recommends that management of the College and University of Education, Winneba should provide avenues for tutors’ continuous professional development to enhance their teaching skills and strategies.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0170/a.php" alt="Hit counter" /></p>
EMPLOYEE RECOGNITION PRACTICES AND TEACHER PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN KENYA: A CASE OF BUSIA COUNTY
Authors: Khaemba Pamela Naswa , Maiyo Julius Kiprop , Manini Muganda Munir 
Published: June 2024

Scholars assert that organizations that effectively implement employee recognition practices are likely to gain a competitive edge against rivals due to high motivation and retention rates of skilled and talented employees. The purpose of the study was to examine the relationship between employee recognition practices and teacher performance. The Systems theory and the Ability-Motivation-Opportunity theory informed this study. The study was anchored on a pragmatic paradigm and adopted a mixed methods approach to address the research questions. The study targeted 185 Principals, 185 HODs, and 1 CDE. The study categorized respondents into 3 strata (CDE, Principals, and HODs). Simple random sampling was then utilized to select a sample proportionate to each stratum. Schools were clustered based on 7 Sub- Counties in Busia County. The sample size of the study was 126 HODs, 19 Principals and 1 CDE. Questionnaires and interview schedules were used to collect data. Piloting was conducted in 37 schools to refine instruments. Descriptive statistics (frequencies, percentages, mean, and standard deviation) and inferential statistics (correlation and regression) were employed. Analyzed data was represented in APA tables and Pie charts. The study found that there is a lack of a clear, systematic and comprehensive implementation approach to employee recognition in most schools in Busia County. It is clear that recognition and rewards are critical factors towards the establishment of a quality culture that appreciates and values the contribution of teachers and their accomplishments in service delivery. The findings of the study found that (r = 0.917, p&lt;0.01) an indication that there is a positive significant relationship between employee recognition and teacher performance. It was found that an adjusted R square value of 0.77 implies that employee recognition accounted to nearly 77% of the total variation in teacher performance. It was found that ( = 0.917, t= 3.371, p&lt;0.05), implying that employee recognition statistically and significantly predicted teacher performance; hence the study rejected the null hypothesis. The study concluded that a unit improvement in employee recognition is likely to result in an improvement in teacher performance by 91.7% (β= 0.917). The study recommended that there is a need for TSC and school management to strengthen the existing recognition system by developing mechanisms for frequent identification, recognition and administration of rewards in a more consistent, prompt, impartial and transparent manner in all public schools with a view to encourage improvement, promote creativity and innovation and enhance performance.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0742/a.php" alt="Hit counter" /></p>
TEACHER PERCEPTIONS OF THE ROLE AND CHALLENGES OF FOREIGN LANGUAGE GEOGRAPHY TEACHING IN HUNGARIAN DUAL LANGUAGE SECONDARY SCHOOLS
Authors: Kapusi János 
Published: June 2024

Subject teaching in languages other than Hungarian (L2) has been present in bilingual, nationality (minority) and international dual language programmes (DLPs) in more than 150 secondary schools. This linguistic diversity is a less-studied yet valuable feature of the Hungarian education system. Though these programmes differ in their demographic context, pedagogical aims, methodological background and subjects offered in foreign languages, Geography has been a common choice to teach in 10 different languages within a wide range of school contexts. This paper combines a variety of empirical research including detailed spatial and statistical data published by schools and educational authorities, a nationwide survey carried out among teachers (n=76) involved in foreign language Geography education, online interview sessions and years of personal experience in the field. Teacher perceptions reveal not only the achievements of teaching Geography in L2 but also the limitations and challenges of the institutional and pedagogical context in which the development of subject literacy and language competence takes place. Research findings provide new perspectives on the multilingual nature of Geography education, but in a broader sense, they may also contribute to the general research of DLPs too, both within the Hungarian and European contexts.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0788/a.php" alt="Hit counter" /></p>
AN INVESTIGATION INTO DIFFICULTIES IN ENGLISH SPEAKING PROFICIENCY OF NON-ENGLISH MAJORED FRESHMEN AT TRA VINH UNIVERSITY, VIETNAM
Authors: Hua Vi Tuong Thi , Huynh Thuy Thu Thi 
Published: June 2024

Speaking skills are identified as an essential and necessary skill in the process of learning foreign languages in general and English in particular. However, not all learners realize the importance of English speaking skills and actively practice them. The study aims to explore difficulties in speaking proficiency of 60 non-English majored freshmen at Tra Vinh University through a questionnaire to collect data surveying learners' opinions. The tool utilized in this study is an eighteen-question questionnaire that focuses on the difficulties of students in learning English speaking. Questions will be distributed to each student to investigate the factors affecting difficulty in speaking English. The survey results showed the students' difficulties in English speaking and proposed some valuable activities to practice after class to improve students' speaking ability.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0713/a.php" alt="Hit counter" /></p>
A STUDY ON UNIVERSITY NON-ENGLISH MAJOR STUDENTS’ SPEAKING ANXIETY
Authors: Chi Nguyen Phuong 
Published: June 2024

This study investigates the levels of foreign language speaking anxiety (FLSA) among non-English major students at a public university of economics in Ho Chi Minh City, Vietnam. Utilizing the Foreign Language Anxiety Scale (FLAS) developed by Horwitz et al. (1986), 120 second-year students were surveyed to determine their anxiety levels when participating in English-speaking classes. The results indicate that 89% of students experience significant anxiety, with 69% reporting moderate anxiety levels, 18% high anxiety, and 13% low anxiety. Additionally, gender differences in anxiety levels were analyzed, revealing that male students generally exhibit higher anxiety than female students. The study emphasizes the importance of addressing speaking anxiety to enhance language proficiency and academic success. Recommendations for educators include fostering supportive learning environments, promoting positive attitudes, and employing engaging teaching methods. Future research should focus on longitudinal studies and explore the underlying causes of FLSA to develop comprehensive intervention strategies.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0140/a.php" alt="Hit counter" /></p>