European Journals of Education Studies
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APPLYING CHATGPT TO OPTIMIZE EFL TEACHING AND ASSESSMENT
Get PDFIn the context of artificial intelligence (AI) increasingly influencing education, this study explored the integration of ChatGPT, a large language model, by OpenAI – into teaching and assessing English as a Foreign Language (EFL) in a university in Vietnam. Based on the theoretical frameworks TPACK, CLT, TBLT and Vygotsky’s social constructivism, the study surveyed 16 English lecturers with a survey questionnaire combining multiple-choice and open-ended questions on their familiarity, usage, and experience in teaching and assessing English when applying ChatGPT. The results showed that the majority of participants integrated ChatGPT into their teaching, especially in lesson planning, vocabulary development, communication task design, and writing assessment. The tool was rated as “quite accurate”; however, users still emphasized the important role of teacher supervision and adjustment. The study also noted moderate satisfaction with ChatGPT, while reflecting on challenges such as lack of training, barriers to access, dependency risks, and ethical concerns. Based on these findings, this study proposes practical recommendations for professional development, curriculum adaptation, and the issuance of guidelines for the ethical use of AI. In doing so, the study contributes to the growing discourse on AI applications in EFL education, especially in Vietnam, to optimize both teaching and assessment through technology platforms. Article visualizations
AN ANALYSIS OF THE OPINIONS OF SPECIAL EDUCATION EXPERTS PROVIDING WEB-BASED SUPPORTIVE EDUCATION SERVICES ON ASSESSING STUDENT PERFORMANCE IN THE PREPARATION OF INDIVIDUALIZED EDUCATION PROGRAMS (IEPS) FOR STUDENTS WITH SPECIAL NEEDS
Get PDFThe primary objective of this study is to examine teachers' perspectives on the challenges encountered in determining the educational performance of students with special needs in web-based support education services, as well as the impact of disadvantaged conditions observed in educational diagnosis and placement processes on educational performance. This qualitative study collected data through structured interview forms. A total of 42 volunteer teachers who implemented web-based education applications participated in the study. Findings indicate that teachers face certain difficulties in educational diagnosis, placement, and assessment processes, as well as in determining the educational performance of students with special needs during web-based support education. Teachers suggested that these challenges could be mitigated if students actively participated in lessons and if their parents collaborated closely with teachers, thereby ensuring a more effective performance evaluation process. Furthermore, teachers working with students with special needs stated that they did not find it appropriate to use the exact same assessment tools as in face-to-face education for measuring student performance in web-based support education. Instead, they recommended the use of digital tools. Additionally, teachers highlighted that product portfolios and assessments based on verbal expressions were also functional as measurement tools. Another significant finding of the study is the importance of identifying disadvantaged conditions that may affect students' educational performance and providing solutions when deciding whether a student with special needs should be placed in a special or general education school during web-based support education. Article visualizations
TEACHERS' PERCEPTIONS OF STRATEGIES AS A DETERMINANT OF ACADEMIC ACHIEVEMENT IN MATHEMATICS AMONG PRIMARY SCHOOL LEARNERS WITH HEARING LOSS IN MERU AND THARAKA-NITHI COUNTIES, KENYA
Get PDFEducation is a fundamental human right that contributes significantly to economic productivity and the development of a society. Learners with hearing loss commonly fall behind their typically developing classmates academically, and mathematics is one of the areas where they struggle to learn. If appropriately taught, research indicates that learners with hearing loss could be just as competent as their typically developing peers. This study sought to explore how teachers perceived to be the role of choice of teaching strategy on academic achievement in mathematics among primary school learners with hearing loss in Meru and Tharaka-Nithi Counties, Kenya. The study was guided by the Brunner Theory of Instruction (1996). It adopted a descriptive research design. The study targeted 215 learners with hearing loss. Additionally, the head teachers of the two schools and grade four, five, and six teachers teaching mathematics were also targeted. It utilized purposive, stratified, and random sampling techniques. A total of 78 respondents were sampled. The main tools of data collection were questionnaires, an interview schedule, and an observation schedule for data collection. Both qualitative and quantitative data were collected. Quantitative data were analysed and reported descriptively with the aid of Statistical Packages for Social Sciences, version 26. The qualitative data were analysed thematically and presented in the form of narratives. The findings show that teachers used various teaching strategies, such as lecturer-based teaching, demonstration and modelling, problem-solving approaches, and interactive teaching. They, however, failed to differentiate instructions to fit the learning needs of learners with hearing loss. Given that they have been demonstrated to be the most successful in improving subject acquisition and retention, the study recommends that teachers of mathematics prioritize group discussions, use of concrete materials, scaffolding, task analyses, peer teaching, and the implementation of IEP as essential strategies in their mathematics instruction for learners with hearing loss. Article visualizations
GLOBAL EDUCATIONAL ADAPTATION: AN ANALYSIS OF DIGITAL TECHNOLOGY INTEGRATION AND ITS IMPACT ON LEARNING PROCESSES IN DEVELOPED AND DEVELOPING COUNTRIES
Get PDFThe article examines global educational adaptation in the context of the digitalization of learning processes in developed and developing countries. The integration of digital technologies such as online platforms, artificial intelligence, virtual reality, and augmented reality is analyzed. The successful experiences of developed countries, such as the United States and Finland, where digitalization fosters personalized learning and improves education quality, are highlighted. Special attention is given to the challenges faced by developing countries, including the digital divide and limited infrastructure. Examples of initiatives in Russia and Kyrgyzstan aimed at overcoming digitalization barriers are presented. Article visualizations
INADAPTATION DES ÉCOLIERS DES ÉCOLES PRIMAIRES PUBLIQUES DE LA SOUS-PROVINCE ÉDUCATIONNELLE DE NGALIEMA I À KINSHASA
Get PDFL’étude a expliqué l’inadaptation des écoliers dans des écoles primaires publiques de la sous-province éducationnelle de Ngaliema I. Cette explication était possible grâce à l’usage de la méthode d’enquête par questionnaire, la documentation et l’interview libre dans un échantillon occasionnel pour collecter les données auprès de 58 enseignants des 3 écoles primaires. Les données collectées ont été soumises à l’analyse de contenu et à l’analyse statistique univariée et bivariée. Les résultats ont montré que les enseignants et les chefs d’établissements ont déjà vécu des cas d’inadaptation des écoliers des écoles primaires publiques de la sous province éducationnelle de Ngaliema I qui se manifestent par les comportements de manque d’attention et d’intérêt, d’évitement et de non implication aux travaux scolaires, de la peur d’échec, d’isolement, d’agressivité ou de perturbation de la classe, des problèmes de lecture et de compréhension, de maladie chronique, des crises de colère, des signes de tristesse persistante et d’incapacité à gérer le stress. L’inadaptation des écoliers des écoles cibles est expliquée par les facteurs tels que les troubles de comportement, d’affectifs, de motricité et mentaux, les troubles d’apprentissage notamment la dyscalculie, la dysgraphie, la dysorthographie, la dyslexie et la dysphasie ainsi que les facteurs sociaux. L’inadaptation des écoliers a comme conséquences le retard et l’échec scolaire. Les écoles par leurs enseignants disposent des mécanismes de la prise en charge des cas d’inadaptation des écoliers. Cela influence positivement et significativement la prise en charge des cas d’inadaptation des élèves. Plusieurs défis empêchent la prise en charge efficace des cas d’inadaptation des écoliers dans ces écoles. Article visualizations
CULTURAL MISUNDERSTANDINGS IN THE GLOBAL WORKPLACE: EFL LEARNERS’ PERSPECTIVES AND SOLUTIONS FROM AN INTERCULTURAL COMMUNICATION COURSE
Get PDFThis study investigated cultural misunderstandings experienced by 55 English as a Foreign Language (EFL) learners after completing an online intercultural communication (ICC) course. These learners were online second-degree English students enrolled in an English Studies program at Can Tho University, Vietnam. They analyzed eight case studies of cultural misunderstandings adapted from Pham, T. H. N. (2011). Communicating with Vietnamese in Intercultural Contexts: Insights into Vietnamese Values, and proposed practical solutions based on their personal experiences and course content. The study aimed to (1) identify common cultural misunderstandings, (2) examine the solutions suggested by the learners, and (3) evaluate their perceptions of each solution’s effectiveness. Thematic analysis revealed recurring issues related to power distance, indirect communication styles, and hierarchical workplace structures. Follow-up interviews with five participants provided deeper insight into the perceived impact and practicality of their solutions, which included intercultural training, open dialogue initiatives, and mentorship programs. These findings highlighted the challenges EFL learners faced in intercultural settings and offered practical recommendations for improving communication in diverse professional environments. Article visualizations
PEDAGOGICAL APPROACHES IN THE DISTANCE EDUCATION SYSTEM: ADVANTAGES, CHALLENGES, AND DEVELOPMENT OPPORTUNITIES / ПЕДАГОГИЧЕСКИЕ ПОДХОДЫ В СИСТЕМЕ ДИСТАНЦИОННОГО ОБРАЗОВАНИЯ: ПРЕИМУЩЕСТВА, ПРОБЛЕМЫ И ВОЗМОЖНОСТИ РАЗВИТИЯ
No full textAmong modern technological education models, the distance education system is still relevant. The importance of this approach has increased especially in times of pandemics and global digitalization. Thanks to the distance education system, students are no longer limited by time or place, which gives them more flexible educational options. The distance education system uses technological resources to create an interactive learning environment. This method offers individualized instruction based on the unique learning style and abilities of each student. Creating efficient technological channels for communication, it also ensures that students from all over the world are part of global learning communities. More information about this is provided in the article. This article will review the pedagogical strategies used in distance education, their advantages, disadvantages, and future prospects. In addition, topics such as distance education pedagogy and how it affects student motivation will be discussed. In addition to promoting equal educational opportunities, this strategy can improve the quality of the educational process.Среди современных моделей технологического образования по-прежнему актуальна система дистанционного обучения. Важность такого подхода особенно возросла во времена пандемий и глобальной цифровизации. Благодаря системе дистанционного образования студенты больше не ограничены временем и местом, что дает им более гибкие возможности обучения. Система дистанционного образования использует технологические ресурсы для создания интерактивной среды обучения. Этот метод предлагает индивидуальное обучение, основанное на уникальном стиле обучения и способностях каждого ученика. Создавая эффективные технологические каналы коммуникации, мы также гарантируем, что студенты со всего мира станут частью глобальных образовательных сообществ. Более подробная информация об этом представлена в статье. В этой статье будут рассмотрены педагогические стратегии, используемые в дистанционном образовании, их преимущества, недостатки и будущие перспективы. Кроме того, будут обсуждаться такие темы, как педагогика дистанционного образования и ее влияние на мотивацию студентов. Помимо содействия равным образовательным возможностям, эта стратегия может улучшить качество образовательного процесса. Article visualizations
FACULTY MEMBERS’ VIEWS OF EFFECTIVE TEACHING: A CASE STUDY OF QATAR UNIVERSITY
Get PDFEffective teaching (ET) has recently drawn attention within higher educational institutions owing to the need for greater accountability and high-quality learning outcomes. The present study investigated Qatar University faculty member’s (QUFM) perception of ET, characteristics, practices, and impediments by assembling data from a cluster sample of 75, using a quantitative approach. The methodology that was utilized took the form of five research questions that were answered using a basic descriptive and inferential statistical approach. Results indicate that 52% of QUFM consider the ET term to be ambiguous, which means 48% of the QUFM population are not contributing to fulfilling the adapted strategy of education and learning excellence, which is based on achieving ET. Moreover, the data revealed that 57.14% of QUFM’s instructional knowledge is not at an acceptable rate. Finally, the results suggested that most academic staff is required to receive further training in implementing ET concepts. Article visualizations
THE IMPACT OF HUMAN-CENTERED ARTIFICIAL INTELLIGENCE IN HIGHER EDUCATION
Get PDFThe academic community around the world faces several challenges due to the technological development that has shifted to the field of education. There is a strong reflection of the professors in university education regarding the modern needs of students that they are called to meet in an internationally competitive environment. The integration of innovation and technology is a cornerstone to promote the educational experience, enhance active learning and reduce the academic boredom that students may feel during their studies. The entry of artificial intelligence (AI) into the field of education through proper course design and in combination with the appropriate educational tools is a patchwork that stimulates student interest and is an important indicator of engagement through a deeper desire for learning and advanced academic achievements. All these issues raise reasonable questions about the factors that contribute to the active engagement of students and the reduction of academic boredom. The present research is a scientific article which is based on previous studies with critical thinking and with the aim of elucidating aspects in particular of Human-Centered Artificial Intelligence. Research findings show that improving teaching methods, promoting adaptive learning motivates a more human-centric solution to the application of artificial intelligence. In addition, personalized learning drives higher levels of student engagement, shaping an educational environment that is more engaging, human-centered with high devotion and commitment, reducing academic boredom. Article visualizations
EFFECTS OF PLYOMETRIC TRAINING ON BALANCE AND JUMPING IN FEMALE VOLLEYBALL PLAYERS BETWEEN THE AGES OF 15-18
Get PDFObjective: This study aimed to investigate the effects of plyometric training on balance and jump performance in female volleyball players aged 15-18 years. Method and Materials: Sixteen voluntary female volleyball players (experimental n=8, control n=8) playing volleyball in Bursa Nilüfer Municipality, with an average age of 16 years and no history of plyometric training, participated in the study. Before and after 8 weeks of plyometric training, long jump with platforms, dynamic balance with Y balance test and vertical jump with Optojump digital measuring devices were measured. Paired Samples T-Test and Independent Sample T-Test were used for statistical analysis. Results and Conclusion: As a result of the training, vertical jump, core strength and right leg balance values increased (p<0.05), while no significant change was found in long jump values. In the left leg balance (p=0.060) (p>0.05), the significance of the difference is open to discussion since this result is close to the significance limit. According to the results, significant improvements were observed in all physical parameters in the experimental group in the pre-test and post-test comparisons. According to the results of the study, it is possible to say that plyometric training has a significant effect on athletes' physical performance. Article visualizations