bluuebunny/crossref_metadata_2025_split huggingface dataset:
DEVELOPMENT OF TEACHING STAFF IN PUBLIC KINDERGARTENS IN NINH KIEU DISTRICT, CAN THO CITY, VIETNAM / PHÁT TRIỂN ĐỘI NGŨ GIÁO VIÊN TẠI CÁC TRƯỜNG MẦM NON CÔNG LẬP QUẬN NINH KIỀU, THÀNH PHỐ CẦN THƠ
Authors: Thuy Nguyen Thi Mong , Dan Thai Cong 
Published: September 2023

This study is to research and collect data on the current situation of teacher development in public preschools in Ninh Kieu District, Can Tho City, Vietnam, using the survey from the principal (n = 4), vice-principal (n = 8), professional team leader and deputy team (n = 50) from 4 kindergartens, namely Rang Dong Kindergarten, Hoang Yen Kindergarten, June 1 Kindergarten, September 2 Kindergarten, with the three specific objectives: first, to systematize the theoretical basis for the development of PKSs; second, to survey on the current situation of teacher development in PKSs in Ninh Kieu District, Can Tho City; and finally, to propose some measures to develop teaching staff at PKSs in Ninh Kieu District, Can Tho City. And there are three research questions as follows (1) What is the current situation of developing teaching staff of public kindergarten schools in Ninh Kieu District, Can Tho City? (2) What are the suggested measures to develop the teaching staff of public kindergarten schools in Ninh Kieu District, Can Tho City with high efficiency? And (3) What are the theoretical and practical bases to propose such measures? The study has outlined the basic concepts related to the management and development of public preschool teachers, survey and assessment of the current situation of teacher development in PKSs in Ninh Kieu District, Can Tho City, Vietnam through the three research questions towards the specific research objectives, and at the same time raise the advantages, difficulties, strengths and weaknesses of teacher development work and propose some measures at these schools.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0001/a.php" alt="Hit counter" /></p>
ANALYSING THE TIME MANAGEMENT THOUGHTS OF PRE-SERVICE TEACHERS PREPARING FOR KPSS IN TERMS OF DIFFERENT VARIABLES
Authors: Ürekli Fatma Nur , Karaer Nihat , Gündüz Mevlüt 
Published: September 2023

<p>The aim of this study is to reveal the level of time management thoughts of pre-service teachers preparing for KPSS. For this purpose, the thoughts of the pre-service teachers about time management were analysed in terms of different variables. In the study, survey method from quantitative research was used to determine the situation. In 2019, pre-service teachers in Isparta and Burdur constituted the study group of the research. Voluntary 408 pre-service teachers participated and expressed their opinions. In the scales applied, 60 scales were not included in the evaluation due to the fact that not all of the sections in the personal information section were not filled in, there were items that were not marked in the second section, and there were double markings in the items. As a result, the study group consisted of 348 pre-service teachers. In this study, Personal Information Form and Time Management Scale were used as data collection tools. In the form, questions about the pre-service teachers' gender, age, department, employment status, marital status, and the duration of preparation for the exam were included. The Time Management Scale used in the study was taken from İşcan's (2008) study and adapted to pre-service teachers preparing for KPSS. İşcan translated and adapted the scale developed by Britton and Tesser (1991) into Turkish. In the analysis of the data, frequency and percentage values were found from descriptive statistics. Since the data were normally distributed, Independent Sample t-test was used to analyse the variables consisting of two categories from parametric tests, and One-Way Analysis of Variance was used when there were more than two groups. The significance level was taken as .05. The following results were obtained in the research: pre-service teachers' thoughts about time management were found to be at "medium" level. While there was a significant difference in the pre-service teachers' thoughts about time management according to gender, marital status, duration of preparation for the exam; there was no significant difference according to age, the department they studied, and employment status.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0089/a.php" alt="Hit counter" /></p>
ANALYSIS OF RECYCLING PERCEPTIONS OF 5-6-YEAR-OLD CHILDREN THROUGH PICTURES
Authors: Tümer N. Bilge Koçak 
Published: September 2023

The aim of this study is to examine the drawings of 5-6-year-old children attending preschool educational institutions regarding their perceptions of recycling. For this purpose, the pictures drawn by children who were administered recycling-themed drama activity and those who were not were examined. The study was designed in an experimental design with a control group. The content analysis method, one of the qualitative data collection methods, was used in the study. The data were collected by using the draw-narrate technique through the pictures drawn by the children. A total of 24 children aged 5-6 years, who were attending kindergartens in the 2022-2023 academic year, determined by convenience sampling method, participated in the study. After the drama activity on recycling was administered to 10 children in the first group, they were asked to draw pictures about recycling in the evaluation phase. The 13 children in the second group were asked what they thought of when they thought of recycling and were asked to draw pictures. The expressions of children describing the pictures they drew were noted. By using the content analysis method in the analysis of the data, children’s perceptions of recycling were tried to be revealed. As a result of the research, the rate of recycling figures in the pictures of children who drew pictures related to recycling after the drama activity on recycling was found to be significantly high (90%) compared to the pictures containing figures related to recycling in the pictures drawn by children who did not have a drama activity on recycling (46,1%).<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0069/a.php" alt="Hit counter" /></p>
THE USE OF INTERACTIVE STORYBOOK WITH DEMONSTRATION AS A SUPPLEMENTAL TOOL IN TEACHING THEORIES OF CHILD DEVELOPMENT: AN ACTION RESEARCH
Authors: Moda Rocelyn D. , Ambat Erica A. , Bernardino Katherine Joy B. , Rosalita Jelord B. 
Published: September 2023

This study aims to measure the effectiveness of an interactive storybook with demonstrations as a supplemental tool in teaching theories of child development. The researchers implemented their own storybook and a sixty (60) item questionnaire, with ten (10) questions for each theory of Freud's 3 Components of Personality and Psychosexual Stages, Erikson’s psycho-social stages of development; Piaget’s stages of cognitive development; Kohlberg’s stages of moral development; Vygotsky’s language and zone of proximal development; and Bronfrenbrenner's ecological system theory. The participants of this study are the students from the Bachelor of Secondary Education of UM Digos College for the School Year 2022-2023 who have already taken EDUC 101: Child and Adolescent Development subject. The result of the study revealed that there is a significant difference in the pre-test (x̄=19.84, SD=11.44) and post-test (x̄=52.36, SD=2.72) scores of students; t(21) = -13.389, p = 0.000. In addition, the innovation increased students’ overall performance by 62.15%, indicating that the created innovation is effective. Overall, the result revealed that using a storybook with demonstration allows students to increase their performance in child development theories. Based on the findings, the researchers concluded that using the aforementioned supplemental tools would aid the teachers in delivering the concepts of child development theories.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0057/a.php" alt="Hit counter" /></p>
THE EFFECTS OF ROLE-PLAY GAMES ON YOUNG LEARNERS’ GRAMMAR LEARNING: A CASE STUDY AT A PRIMARY SCHOOL IN VIETNAM
Authors: Du Thuy Thu Thi , Nguyen Huan Buu 
Published: September 2023

Research into the effects of role-play games has indicated their role in facilitating young learners’ grammar learning. However, an intriguing concern is how to implement this method of teaching English grammar within the Vietnamese context. Little research has examined the effects of integrating role-play games into grammar lessons and explored learners’ perceptions of this instructional approach in Vietnam. The current study therefore aims at investigating this area of interest. A quasi-experimental design was employed to explore the effects of role-play games on young learners’ grammar learning. The participants were 72 fifth-graders from a public primary school in the Mekong Delta of Vietnam. Data collected in this study include pre-and post-tests, questionnaires, and semi-structured interviews. The quantitative analysis reveals that young learners in the treatment group made progress in their grammar learning compared with those in the control group. The findings reveal that role-play games influenced young learners’ grammar learning and these learners perceived the effects of role-play games on their grammar learning. Pedagogical implications for teachers and school administrators are made.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0046/a.php" alt="Hit counter" /></p>
EFL TEACHERS’ PERCEPTIONS OF YOUNG LEARNERS’ ENGAGEMENT IN LISTENING LESSONS
Authors: Kieu Nguyen Thi Diem , Hung Luu Nguyen Quoc 
Published: September 2023

In the context of EFL learning and teaching, listening skill is believed to be the most challenging of the four language skills due to typical challenges. Engaging learners in listening lessons is the desirable goal of most teachers to enhance the learners’ listening performance and success. To keep young learners engaged in their learning, teachers need to implement various engaging techniques to increase learner engagement. This study aims to explore EFL teachers’ perceptions of their young learner engagement through the three main aspects of behavioral engagement, cognitive engagement, and emotional engagement. The descriptive method was employed with 78 teachers of young learners in different foreign language centers in Mekong Delta in Vietnam. The results revealed that learning engagement in listening lessons is relatively emphasized, especially in the aspect of behavioral and cognitive engagement. Several important engaging techniques were suggested as effective ways to improve learners’ listening performance.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0036/a.php" alt="Hit counter" /></p>
THE EFFECTS OF USING VIDEOS IN ENGLISH SPEAKING LESSONS ON HIGH SCHOOL STUDENTS' SPEAKING PERFORMANCE, KIEN GIANG PROVINCE, VIETNAM
Authors: Dinh Thuy Hong Thi , Phung Van De 
Published: September 2023

Students' speaking abilities are widely thought to play an important role in speaking classes and high school English teachers endeavor to improve their students' speaking performance. The purpose of the current study was to examine whether incorporating videos before and after speaking sessions had a substantial impact on students’ speaking development. The participants were 78 high school students in Kien Giang province. The study used a quasi-experimental mixed-methods design. The participants were organized into two groups: the control group and the experimental group. Both groups underwent a pre-test to check group homogeneity and for later comparison. The students in the experimental group participated in the speaking class where video integration was introduced at the beginning and end of each lesson whereas the students in the control group attended regular speaking classes. The intervention lasted for twelve weeks. A posttest was then given to students of the two groups to check progress in speaking performance. Furthermore, the attitudes of the students in the experimental group were measured using Likert-style questionnaires and semi-structured interviews. Data collected from the pre-test, post-test, and questionnaire were subjected to analysis via SPSS. The findings of the study indicate that the application of videos in speaking classes significantly influenced students' speaking performance. Additionally, students show positive attitudes towards using videos in their speaking classes.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0053/a.php" alt="Hit counter" /></p>
THE EFFECTS OF MIND MAPPING AT WHILE-READING STAGE ON EFL STUDENTS’ READING COMPREHENSION AT A LOCAL HIGH SCHOOL IN KIEN GIANG PROVINCE, VIETNAM
Authors: Nguyen Quynh Lan Thi , Nguyen Huan Buu 
Published: September 2023

There is an increased attention to research into the use of mind mapping as a useful tool for enhancing students’ reading comprehension. However, few studies have been conducted to examine the effects of mind mapping at the reading stage on students’ reading comprehension within the Vietnamese context. This paper therefore investigates the effects of mind mapping on 11th graders’ reading comprehension and their attitudes towards this strategy. Participants in this study include 60 students at a local school in Kien Giang province. The data discussed in this paper include tests and interviews. The findings reveal that using mind mapping in the teaching process of reading texts had a moderate impact. Pedagogical implications for teachers and school administrators are presented.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0019/a.php" alt="Hit counter" /></p>
THE EFFECTS OF TEACHER INTERACTIVE FEEDBACK ON EFL STUDENTS’ PARAGRAPH WRITING PERFORMANCE
Authors: Tu Phuong Hong Thi , Phung Van De 
Published: September 2023

This study aims to investigate the effectiveness of using teacher interactive feedback (TIF) on students' paragraph writing performance. Furthermore, it examines students' attitudes towards this strategy. The study took place in a lower secondary school and used both qualitative and quantitative data. Participants were 86 students who were randomly assigned to the experimental group (EG) and the control group (CG). While students in the EG learned to write the paragraph utilizing the TIF, students in the CG learned to write the paragraph using the traditional technique. Before the intervention, students in both groups took a pre-test to gauge their level of writing proficiency. The results were then compared to relevant data. The experiment spanned eight weeks during which a post-test was then administered to students in both groups to evaluate their development, particularly that of the EG. To obtain insights into TIF, questionnaires and semi-structured interviews were conducted. The findings from the study demonstrated a considerable improvement in paragraph writing skills through interactive feedback (IF) and paragraph writing instruction. Additionally, the majority of students showed their enthusiasm towards learning to write using TIF and expected to continue practicing this strategy in the future.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0017/a.php" alt="Hit counter" /></p>
FACTORS INFLUENCING VIETNAMESE STUDENTS’ CHOICES TO ATTAIN ENGLISH PROFICIENCY STANDARDS IN A UNIVERSITY IN VIETNAM
Authors: Tran Vo Thien An , Nguyen Dang Ngoc Diep , Nguyen Duc Trung , Phuong Hoang Yen 
Published: September 2023

<p>In the current era of globalization, English is considered a necessary skill for education and work and a criterion for evaluation in recruitment and graduation assessments in many places in Vietnam. According to the project entitled <em>"Teaching and Learning Foreign Languages in the National Education System Phase 2008 - 2020"</em>, non-English majored university students must achieve a minimum of Level 3 according to the 6-level Foreign Language Proficiency Framework used in Vietnam. Several universities have diversified their ways to meet these standards to facilitate students in meeting the English language outcomes, allowing students more opportunities to choose ways that are suitable for them. However, this also indicates that various influencing factors will impact students' selection of ways to meet these standards. This research explores the primary ways students choose to fulfill English language standards as stipulated and analyzes the factors influencing the choices of non-English major students in universities in Vietnam.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0019/a.php" alt="Hit counter" /></p>
MEDIATING ROLE OF TEACHER AND CLASSMATE SUPPORT IN THE RELATIONSHIP OF SELF-EFFICACY AND ENGLISH-SPEAKING ANXIETY, IN UNIVERSITY SAMPLE
Authors: Dogan Duha Nur , Dogan Duhan Nurdan , Dogan Sule 
Published: September 2023

The main purpose of this research is to assess the influence of teacher and student support in reducing speaking anxiety. Learners' self-efficacy was also explored in relation to the influence of teacher and classmate support on lowering speaking fear. For the goals of the study, 94 English Language Teaching Department (ELT) students from Atatürk University in Türkiye participated as the study's working group during the autumn term of the 2021-2022 academic year. The information was gathered using the Classmate Support Scale, the Teacher Support Scale, the General Self-Efficacy Scale, and the English-Speaking Anxiety Scale. The Amos and SPPS 22 programs were used to examine the data. The SPSS Macro Process tool was utilized in the study to compute the indirect impact estimates of the variables. The findings revealed a link between teacher support and self-efficacy. Moreover, classmate support exhibited a favorable relationship with self-efficacy. The findings demonstrated that the stronger the learner's self-efficacy, the less speaking anxiety they experienced during oral presentations. These findings indicate that teacher and classmate support have mediating roles in the link between ELT university students' self-efficacy and English-speaking anxiety.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0039/a.php" alt="Hit counter" /></p>
INSTRUCTIONAL SKILLS AND COMPETENCY SKILLS THEORY IN MODERN TEACHING
Authors: Mallillin Leovigildo Lito D. , Alob Cristopher James A. , Castillo Rhia P. , Celso Eleazar Jadulco , Minglana May Japson , Sombilon Bernie Borres 
Published: September 2023

The study aims to identify the contribution of instructional skills and competency skills theory in modern teaching as to classroom management, instructional delivery, formative assessment, personal competency, flexibility and adaptability, facilitation and engagement, collaboration and teamwork, communication and interpersonal skills, caring and inclusiveness, and organization and planning. The research design utilizes the descriptive correlational method because it generates and refines knowledge on instructional skills and competency skills theory in modern teaching. Hence, convenience and non-probability sampling are employed in the study. It provides inclusion gathering of sample size instructional skills and competency skills theory in modern teaching. The study comprised sixty (60) respondents only. Results show that approaches and practices support the learning routine of students for dynamic behavior to minimize emotional exhaustion beneficial in fostering strategy for higher-quality classroom management. It influences and practices personal competency to support the development of learning process network, and resources. It provides changes and practices on the adjusted curriculum, instructional methods and modern teaching technology. It demonstrates understanding on proper plan, learning process, and pace time demand in prioritizing realistic instructional skills and competency skills to implement individualized instructional resources learning process. Findings show that there is a significant agreement on the contribution of instructional skills and competency skills theory in modern teaching as observed by the respondents.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0057/a.php" alt="Hit counter" /></p>
NEOLIBERALISM AND THE CHANGING NOTION OF INDIAN HIGHER EDUCATION
Authors: Sahoo Ranjan Kumar 
Published: September 2023

Neoliberalism is currently the most prevalent political philosophy across the world. It is a term used to describe the 20th-century resurgence of 19th-century ideas associated with free-market capitalism. The typical policies associated with neoliberalism include free trade, globalization, privatization, and changes in government spending to stimulate the private sector. This paper aims to better understand the reasons for this neoliberal turn in higher education and explore the visible and invisible ramifications of this paradigm shift in the policies for higher education in India. The paper focuses on the origins and meaning of neoliberalism, its application and practice in higher education, as well as the issues and critiques that have been raised in this context. The author offers both a critique of the neoliberal paradigm of marketized education and a challenge to academics to act as public intellectuals, both individually and with civil society organizations, to establish a counter-hegemonic discourse to neoliberalism for higher education. The paper concludes that neoliberal education reforms have made higher education much more diverse and have given rise to more learning opportunities; however, in India, which has enshrined systemic inequalities, neoliberalism has further reinforced existing inequalities, and public universities have lost their autonomy and led to knowledge capitalism.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0058/a.php" alt="Hit counter" /></p>
AN INVESTIGATION OF PRE-SERVICE PRESCHOOL TEACHERS' ATTITUDES AND SELF-EFFICACY TOWARDS SCIENCE EDUCATION ACCORDING TO VARIOUS VARIABLES
Authors: Meral Seda Eskidemir , Çabuk Feyza Uçar , Dogru Mustafa 
Published: September 2023

<p><strong>S</strong>cience education helps individuals understand the events occurring in their environment and the world, starting from their immediate environment. This study aims to determine pre-service preschool teachers' science education self-efficacy and attitudes toward science teaching according to various variables. This research is a descriptive study based on the survey model. The study group of the research consists of 320 pre-service teachers studying at Akdeniz University, Faculty of Education, and Department of Preschool Education. The data of the study were collected through the "Attitude Scale of Preschool Teachers Towards Science Teaching and "Self-Efficacy Scale of Preschool Teachers Towards Science Education. As a result of the study, it was determined that pre-service preschool teachers had positive attitudes toward science teaching and self-efficacy toward science education was high.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0111/a.php" alt="Hit counter" /></p>