European Journals of Education Studies
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TECHNICAL PROFICIENCY OF MALE VOLLEYBALL ATHLETES AT SAIGON UNIVERSITY, VIETNAM
Full text linkIn modern volleyball, technical proficiency is considered a fundamental determinant of competitive performance. Hence, the study was conducted to propose technical-performance tests in order to assess the current technical level and technical development of male volleyball athletes of the Saigon University team, Vietnam. To do it, the study employed document analysis and synthesis, expert surveys, pedagogical testing, and statistical methods. The research participants included 20 male athletes from the Saigon University volleyball team and 30 experts, specialists, and lecturers with extensive experience in volleyball coaching and training. Eight tests has been selected as follows: Serve reception from position 5 to position 3 (times), Topspin jump serves to the deep court (last 3 m) (times), Float jump serves to the deep court (last 3 m) (times), Outside attack from position 4 (times), Right-side attack from position (times), Quick middle attack from position 3 (times), Overhead set from zone 3 to zone 4 following reception from zone 5 (times), and Overhead set from zone 3 to zone 2 following reception from zone 5 (times). After one year of training, the athletes’ performances in all of the technical tests have shown improvements, with growth rates ranging from 4.55% to 6.27%. These improvements were noted statistically significant (P < 0.001). Article visualizations
THE IMPORTANCE OF PSYCHOLOGICAL PREPARATION FOR COMPETITION DURING THE TRAINING PROCESS OF TABLE TENNIS, BADMINTON AND PICKLEBALL FOR VIETNAMESE STUDENTS
Full text linkIn the process of studying and practicing sports such as table tennis, badminton, and Pickleball, the psychological factor of competition plays a particularly important role, deciding the effectiveness of technical implementation, tactics and overall achievements. This article focuses on analyzing the role of psychological preparation in competitive sports with nets, including Table Tennis, Badminton and Pickleball. Through synthesizing theoretical foundations, practical surveys and analyzing psychological characteristics of students, the study shows that proper psychological preparation helps learners improve their self-confidence, emotional stability, and flexible response in competition. From there, the article proposes a number of practical measures in teaching to improve the quality of sports training in the higher education environment. Article visualizations
SIEZEN UND DUZEN IM GESCHÄFTLICHEN UMFELD – BEISPIELE AUS KROATIEN UND DEUTSCHLAND
Full text linkDiese Arbeit befasst sich mit dem Gebrauch der Pronomen du und Sie im geschäftlichen Umfeld. Da die Kommunikation im geschäftlichen Umfeld oft eine formellere Sprache voraussetzt und folglich auch Höflichkeit, die traditionell durch die Verwendung der formelleren Personalpronomenform Sie im Vergleich zur informellen Form du erreicht wird, ist das Ziel der Arbeit festzustellen, welches Pronomen zur Anrede der Gesprächsperson unter Kollegen häufiger verwendet wird. Besonders wurde beobachtet, wie die Befragten wahrnehmen, welches Pronomen verwendet wird und in welchem Kontext es zu Veränderungen in der Anrede kommt. Die Untersuchung wurde vergleichend durchgeführt, wobei Beispiele aus dem Kroatischen und Deutschen berücksichtigt wurden. Es wurde die Umfragemethode verwendet und der Fragebogen wurde von 133 Befragten ausgefüllt. Die Ergebnisse wurden mit der deskriptiven Methode und dem χ²-Unabhängigkeitstest analysiert. Die Untersuchung zeigte, dass im Kollegenkreis das Pronomen du dominiert, da es zu einer entspannten Arbeitsatmosphäre beiträgt. Allerdings wurde durch die Analyse qualitativer Antworten festgestellt, dass es aufgrund hierarchischer Unterschiede zur Verwendung des formellen Pronomens kommt. Zudem ergab die Analyse keine größeren Abweichungen zwischen deutschen und kroatischen Befragten. Abschließend könnte behauptet werden, dass der bereits nachgewiesene Trend zur Dominanz der Du-Kultur bestätigt wurde.This paper deals with the use of the pronouns ti and Vi in a business environment. Since communication in business settings often implies more formal language, and consequently politeness—which is traditionally achieved through the use of the more formal personal pronoun Vi as opposed to the informal ti—the aim of the paper is to determine which form of address is more frequently used among colleagues. Special attention is given to how respondents perceive the use of these pronouns and in which contexts shifts in address occur. The research was approached comparatively, taking into account examples from Croatian and German. The survey method was used, and the questionnaire was completed by 133 respondents. The results were analyzed using descriptive methods and the chi-square test of independence. The study shows that the pronoun ti dominates communication among colleagues because it contributes to a relaxed working atmosphere. However, analysis of the qualitative responses shows that hierarchical differences lead to the use of the formal pronoun. Furthermore, the analysis did not identify major differences between German and Croatian respondents. In conclusion, it can be stated that the already established trend of the dominance of the informal culture of using ti has been confirmed. Article visualizations
THE ROLE OF TEACHERS’ INSTRUCTIONAL STRATEGIES ON THE TEACHING OF WRITING SKILLS IN ENGLISH AS A SECOND LANGUAGE
Full text linkEmploying a qualitative single descriptive case study research design emanated from a constructivist worldview, the current study explores the role of teachers’ instructional strategies on the teaching of writing skills in English as a second language. Data was collected via interview schedule, field notes and an open-ended questionnaire in which a criterion purposeful sampling technique was used to select 20 teachers from 20 schools. Data analysis was conducted through thematic analysis, typological analysis, and content analysis using Atlas.ti and MAXQDA. The findings established the role of teachers’ instructional strategies on the teaching of writing skills, prevailing instructional strategies used and the interplay between them. Teachers need to study and learn the application of instructional strategies, apply strategies to optimise success and enhance teaching and learning, which results in student academic performance. Teachers should apply instructional strategies to enhance writing skills. Teachers’ instructional strategies play a critical role in the teaching of writing skills, which affects students and teacher performance, resulting in positive and negative student academic writing performance. Article visualizations
VALIDATING THE PERSIAN VERSION OF SELF-EFFICACY QUESTIONNAIRE FOR ENGLISH LANGUAGE LEARNERS THROUGH CONFIRMATORY FACTOR ANALYSIS
Full text linkBackground and aim: This study provides evidence for the construct validity of the self-efficacy questionnaire in a sample of 100 EFL learners in Iran. Materials and methods: For this purpose, a sample of 100 female learners with the same level from one language institute was chosen for the investigation of the reliability and validity of the self-efficacy questionnaire. First, the questionnaire was translated into Persian. Then, the participants were asked to rate the 40 self-efficacy items. In order to evaluate the validity of the questionnaire, confirmatory factor analysis (CFA) was performed. Results: To check whether the model fits the data or not, χ2/df, GFI, CFI, NFI, and RMSEA were used. To have a fit model, χ2/df should be less than 3, GFI, CFI, and NFI should be above .90, and RMSEA should be less than .08. As the results showed, all the goodness-of-fit indices lay within the acceptable fit thresholds. Conclusion: The results of confirmatory factor analysis provided support for the construct validity of the Persian version of the self-efficacy questionnaire. There was no need to remove any items. Overall, the questionnaire showed good unidimensionality, and the items sufficiently covered different domains of self-efficacy. For reliability, the questionnaire was calculated via Cronbach's alpha, and the result was .88. Article visualizations
THE RELATIONSHIP BETWEEN DIGITAL LITERACY AND WRITING SKILLS AS MEDIATED BY SELF-DIRECTED LEARNING READINESS
Full text linkThe study aimed to identify the significant relationship between digital literacy and writing skills, as mediated by self-directed learning readiness, among first-year English major students from six private college schools in Davao City. The number of respondents per stratum was determined using stratified random sampling, and 300 students from six private colleges in Davao City were selected as respondents. The results showed that the level of digital literacy among first-year English major students is high, while their writing skills and self-directed learning readiness are also high. The analysis indicated significant correlations between digital literacy and writing skills, between digital literacy and self-directed learning readiness, and between self-directed learning readiness and writing skills, and it also demonstrated that self-directed learning readiness fully mediated the relationship between digital literacy and writing skills. This finding highlights the value of developing students’ independent learning and use of digital tools. It suggests curricula include structured and independent tasks that build autonomy and technological skills to improve writing outcomes. Article visualizations
STUDENTS’ PERCEPTIONS OF L1 VS. L2 CAPTIONS IN VIDEO-BASED LISTENING AT A VIETNAMESE UNIVERSITY
Full text linkThe present study explored the perceptions of Vietnamese university students about the use of first (L1) and second language (L2) captions in video input in order to establish how these captions can mediate their cognitive processing of and motivation for listening. The study utilized a sequential explanatory mixed-methods design, with survey data from 130 English majors supplemented by interviews with six students. Results showed that students attributed different functional uses to each form of captionation: L1 captions were preferred where emotional reassurance and comprehension automatically play the roles of emotion and cognition, respectively, while L2 captions led to recognition of language gains and self-validation. Rather than preferring one of the media, the respondents used them interchangeably as a function of goals sought. These findings illustrate that caption use is a metacognitive function rather than a technical one, and indicate that flexible integration of captions should be the goal of listening pedagogy. Article visualizations
THE INTERACTION BETWEEN EMOTIONAL INTELLIGENCE, SELF-EFFICACY AND FOREIGN LANGUAGE ANXIETY AMONG JORDANIAN EFL UNIVERSITY STUDENTS
Full text linkThis study is designed to examine the effect of emotional intelligence and self-efficacy on foreign language anxiety among EFL university students. It further attempts to explore whether the aforementioned variables interact with students’ gender, age, academic qualification, study level and GPA. The study further aims to explore whether EFL students’ foreign language anxiety can be predicted by their emotional intelligence and self-efficacy. Data were collected from 187 Jordanian EFL university students. The participants' emotional intelligence, self-efficacy, and foreign language anxiety were measured using three questionnaires. The findings exhibited a modest increase in foreign language anxiety as well as emotional intelligence among Jordanian university EFL students. All three variables were significantly affected by the participants' demographic information. Furthermore, emotional intelligence and self-efficacy were found to be negatively correlated with foreign language anxiety. However, a positive correlation was observed between self-efficacy and emotional intelligence. Finally, the results revealed that emotional intelligence and self-efficacy have limited power in predicting the participants’ foreign language anxiety. Article visualizations
AUTISM SPECTRUM DISORDER IN 4-7 YEARS OLD CHILDREN WITH TYPICAL AND NON-TYPICAL DEVELOPMENT: ETIOLOGY, SYMPTOMATOLOGY AND QUANTITATIVE ANALYSIS OF VIEWS USING THE CARS & CASQ TOOLS
Full text linkThis article deals with the autism spectrum disorder in children with typical and atypical development and attempts to investigate the causal factors and their particular characteristics through a bibliographic and research approach. Significant emphasis is given to the causal factors of the disorder, through the presentation of theories related to genetic, psychogenetic, neurological and environmental factors. In addition, issues of differential diagnosis with other developmental disorders, such as ADHD, are highlighted, since common difficulties in executive functions and behavioral regulation are encountered. Despite multiple research efforts, no single theory has been formulated that accurately and completely explains the occurrence of autism spectrum disorder. An extensive literature review on the concept of autism spectrum disorder, its forms (Kanner autism, Asperger syndrome, Rett syndrome) and a historical overview. In addition, the diagnostic categories as proposed by IDC-10 and DSM-V, regarding gender differences and epidemiological data that reveal the rapid increase in its occurrence in recent years, are mentioned.A qualitative study is presented through questionnaires to parents of children with autism spectrum disorder, with the aim of obtaining data regarding the observations, experiences and needs of children with mild psychomotor delays. The results of the questionnaires are compared with official opinions of the Center for Interdisciplinary Assessment, counseling and Support (KEDASY), in order to understand the experiences of the parents and to establish the accuracy of the diagnostic tools. The results of the study reveal the importance of early and accurate diagnosis, strengthening the role of parents and the necessity of a predictable environment for children with developmental disorders. In conclusion, the article contributes to the understanding of the nature of autism spectrum disorder and reveals perspectives for better support of the children themselves and their families. Therefore, the research process concludes that the correct identification and support of the individual with autism spectrum disorder is inextricably linked to the active role of the family and the emergence of the need for social awareness. Article visualizations
AN EXPLORATION OF THE ICTS IN USE IN THE EDUCATION OF PUPILS WITH SPECIAL EDUCATION NEEDS: A 10-YEAR LITERATURE DISCLOSURE, 2015–2025 / UNA EXPLORACIÓN DE LAS TIC UTILIZADAS EN LA EDUCACIÓN DE ALUMNOS CON NECESIDADES EDUCATIVAS ESPECIALES: UNA REVISIÓN DE LA LITERATURA DE 10 AÑOS, 2015–2025
No full textThis study aimed to explore the use of Information and Communication Technologies (ICTs) in the education of pupils with Special Educational Needs (SEN) over the past decade (2015–2025), in response to the global call for inclusive digital education under SDG 4. Employing a systematic literature review methodology, the study analysed scholarly publications from 14 countries across six continents to identify dominant trends, tools, and implementation contexts. Results revealed five categories of ICTs widely used in the education of pupils with SENs: computers, assistive devices, assistive software, multimedia resources, and educational content delivery platforms. These technologies were found to support access, individualized instruction, and learner engagement. However, their impact varied significantly based on local context, availability of resources, educator training, and inclusive policy frameworks. The review uncovered persistent disparities in access and implementation, especially in low-resource settings, alongside mixed perceptions of ICTs’ pedagogical value. The study contributes to the broader discourse on inclusive education by offering context-sensitive insights to guide policy, practice, and advocacy for ICT adoption tailored to diverse learning needs. Findings accentuate the importance of equity-driven, evidence-based ICT integration to meet the learning rights of children with SEN globally.Este estudio tuvo como objetivo explorar el uso de las Tecnologías de la Información y la Comunicación (TIC) en la educación del alumnado con Necesidades Educativas Especiales (NEE) durante la última década (2015–2025), en respuesta al llamado global a una educación digital inclusiva en el marco del ODS 4. Empleando una metodología de revisión sistemática de la literatura, el estudio analizó publicaciones académicas de 14 países en seis continentes para identificar tendencias predominantes, herramientas y contextos de implementación. Los resultados revelaron cinco categorías de TIC ampliamente utilizadas en la educación de alumnos con NEE: ordenadores, dispositivos de apoyo, software de apoyo, recursos multimedia y plataformas para la impartición de contenidos educativos. Se observó que estas tecnologías favorecen el acceso, la enseñanza individualizada y la participación del alumnado en el aprendizaje; sin embargo, su impacto varió significativamente según el contexto local, la disponibilidad de recursos, la formación del profesorado y los marcos de políticas inclusivas. La revisión puso de manifiesto desigualdades persistentes en el acceso y la implementación, especialmente en entornos con recursos limitados, así como valoraciones dispares sobre el valor pedagógico de las TIC. El estudio contribuye al discurso más amplio sobre educación inclusiva al ofrecer aportes sensibles al contexto que orienten las políticas, las prácticas y las acciones de promoción para la adopción de TIC adaptadas a diversas necesidades de aprendizaje, y sus hallazgos subrayan la importancia de una integración de las TIC basada en la equidad y en la evidencia para garantizar el derecho al aprendizaje de los niños y niñas con NEE a nivel mundial. Article visualizations