1,720,981 research outputs found
Learner’s perception of task difficulties in technology-mediated task-based language teaching
Get PDFThe perception of learners can be used for evaluating task-based language teaching development. However, during the technology-mediated task-based language teaching (TBLT), learners faced a few difficulties. Thus, this study aimed to investigate learners’ perceptions of task difficulties in technology-mediated (TBLT). To collect data, the study used a quantitative design with an open-ended questionnaire, and, involved two hundred learners as participants who came from different departments at the university. The results strongly confirmed that incorporating technology into TBLT leads learners to face some difficulties in (1) understanding the meaning of the task, (2) practical instruction in doing tasks, (3) applying new technology to explore profound tasks further, (4) lack of direct lecturer feedback on student tasks, (5) performance assessment, (6) addressing learners’ needs, (7) goal orientation, (8) digital literacy, building knowledge, intellectual, and behavior, and (9) school and curriculum rules. Furthermore, the study preferred some strategies to solve learners' difficulties in TBLT, such as managing teaching materials to become easier and more interesting, referring technology integration to learners’ ability, implementing bring your own device (BYOD), improving classroom assessment, teachers broadening technology-mediated, task-based learning internships, and facilitating learners with compatible technology tools and stable internet connection
Virtual Socio-Cultural Collaborative Learning for EFL Speaking Skills Classes
No full textVirtual Sociocultural Collaborative Learning (VSCL) is an innovative techno-pedagogical approach aimed at enhancing English as a Foreign Language (EFL) speaking skills in classrooms. This study investigated the impact of VSCL on EFL speaking proficiency through a quasi-experimental design, utilizing pre- and post-test time-series measurements. The Cognitive Function Scale (ACFS) was used to assess the effectiveness of the VSCL. The results indicated that VSCL significantly improved classification, perspective-taking, and verbal and auditory skills, confirming its positive influence on learners. Furthermore, VSCL was found to enhance key speaking components, including grammar, fluency, accuracy, and comprehension, with a t-count of 0.000, which was lower than the t-table value of 0.68. These findings suggest that VSCL is a valuable approach for EFL teachers to support diverse zones of proximal development (ZPD) in their classrooms
Uncovering Online Collaborative Learning in Teaching English for Specific Purposes
No full textThis study aimed to investigate how ESP teachers facilitate online collaboration in teaching English. Furthermore, this study sought to explore ESP teachers’ and students’ collaboration learning (OCL) in public administration (PA) courses. To achieve this, the researchers utilized semi-structured questionnaires and open-ended questions to gather data, which were then analyzed thematically. The findings revealed that ESP teachers employ online collaboration in PA courses in three distinct phases: pre-OCL, during OCL, and post-OCL. They perceived OCL through four themes: context, interaction, impact, and challenges. However, it is important to note that this study did not incorporate the use of a true experiment or direct observation in either the control or class intervention, which is a limitation that should be addressed in future studies. Future studies should explore the potential benefits of ESP-administration-based augmented reality. This study implies that OCL in ESP teaching necessitates innovation and creativity from ESP teachers, as it extends beyond simply emphasizing communicative competence
Artículo de revisión sobre las mejores prácticas: Uso de herramientas de IA en la enseñanza de la economía y los negocios
No full textEl rápido avance de la inteligencia artificial (IA) ha transformado significativamente la educación en negocios internacionales al introducir metodologías de aprendizaje innovadoras, como simulaciones basadas en IA, análisis de inteligencia de mercado y predicciones estratégicas, con el fin de mejorar la competencia global y la preparación para el sector empresarial. Este breve informe sintetiza datos de artículos publicados (2022-2025) para analizar las mejores prácticas, los desafíos y las implicaciones pedagógicas de la IA en la educación en negocios internacionales. Si bien la IA mejora el aprendizaje experiencial y la adaptabilidad del currículo, persisten barreras como la resistencia al cambio, las preocupaciones éticas y la falta de habilidades. El informe aboga por el desarrollo de comunidades de educación empresarial que utilicen la IA para fomentar la integración sostenible y la colaboración interdisciplinaria. Sin embargo, dado que este estudio no incluye investigación empírica, los futuros estudios deberían priorizar la validación, basada en evidencia, del impacto educativo de la IA mediante estudios de caso y colaboraciones con el sector empresarial. Al implementar estrategias pedagógicas basadas en IA, las instituciones educativas pueden preparar a los estudiantes para las exigencias cambiantes del panorama empresarial globa
La educación en la era de la IA: una mirada al libro Inteligencia artificial en la educación
No full textThe integration of ChatGPT and artificial intelligence (AI) in education reshapes traditional pedagogical approaches, impacting teacher training, student learning, and curriculum development. The book "Artificial Intelligence in Education: The Power and Dangers of ChatGPT in the Classroom" examines both the potential benefits and risks associated with AI-powered technologies, offering a critical analysis of how AI supports teacher professional development and student engagement. This review evaluates the book’s empirical contributions and theoretical insights, situating it within broader discourse on educational technology practices, professional development, and ethical concerns. While this book provides interdisciplinary perspectives, including applications in engineering, medical education, and linguistics, further research is necessary to validate AI\u27s effectiveness of AI in various educational contexts. Ultimately, this review underscores AI\u27s transformative role of AI in education, while advocating for responsible and inclusive implementation strategiesLa integración de ChatGPT y la inteligencia artificial (IA) en la educación transforma los enfoques pedagógicos tradicionales, impactando la formación docente, el aprendizaje estudiantil y el desarrollo curricular. El libro "Inteligencia Artificial en la Educación: El Poder y los Peligros de ChatGPT en el Aula" examina tanto los beneficios como los riesgos potenciales asociados con las tecnologías impulsadas por IA, ofreciendo un análisis crítico de cómo la IA apoya el desarrollo profesional docente y la participación estudiantil. Esta reseña evalúa las contribuciones empíricas y las perspectivas teóricas del libro, situándolo en un discurso más amplio sobre las prácticas de tecnología educativa, el desarrollo profesional y las preocupaciones éticas. Si bien este libro ofrece perspectivas interdisciplinarias, incluyendo aplicaciones en ingeniería, educación médica y lingüística, se requiere más investigación para validar la eficacia de la IA en diversos contextos educativos. En definitiva, esta reseña subraya el papel transformador de la IA en la educación, a la vez que aboga por estrategias de implementación responsables e inclusiva
Uncovering Online Collaborative Learning in Teaching English for Specific Purposes
Get PDFThis study aimed to investigate how ESP teachers facilitate online collaboration in teaching English. Furthermore, this study sought to explore ESP teachers’ and students’ collaboration learning (OCL) in public administration (PA) courses. To achieve this, the researchers utilized semi-structured questionnaires and open-ended questions to gather data, which were then analyzed thematically. The findings revealed that ESP teachers employ online collaboration in PA courses in three distinct phases: pre-OCL, during OCL, and post-OCL. They perceived OCL through four themes: context, interaction, impact, and challenges. However, it is important to note that this study did not incorporate the use of a true experiment or direct observation in either the control or class intervention, which is a limitation that should be addressed in future studies. Future studies should explore the potential benefits of ESP-administration-based augmented reality. This study implies that OCL in ESP teaching necessitates innovation and creativity from ESP teachers, as it extends beyond simply emphasizing communicative competence
Virtual Socio-Cultural Collaborative Learning for EFL Speaking Skills Classes
Get PDFVirtual Sociocultural Collaborative Learning (VSCL) is an innovative techno-pedagogical approach aimed at enhancing English as a Foreign Language (EFL) speaking skills in classrooms. This study investigated the impact of VSCL on EFL speaking proficiency through a quasi-experimental design, utilizing pre- and post-test time-series measurements. The Cognitive Function Scale (ACFS) was used to assess the effectiveness of the VSCL. The results indicated that VSCL significantly improved classification, perspective-taking, and verbal and auditory skills, confirming its positive influence on learners. Furthermore, VSCL was found to enhance key speaking components, including grammar, fluency, accuracy, and comprehension, with a t-count of 0.000, which was lower than the t-table value of 0.68. These findings suggest that VSCL is a valuable approach for EFL teachers to support diverse zones of proximal development (ZPD) in their classrooms
Artículo de revisión sobre las mejores prácticas: Uso de herramientas de IA en la enseñanza de la economía y los negocios
Get PDFEl rápido avance de la inteligencia artificial (IA) ha transformado significativamente la educación en negocios internacionales al introducir metodologías de aprendizaje innovadoras, como simulaciones basadas en IA, análisis de inteligencia de mercado y predicciones estratégicas, con el fin de mejorar la competencia global y la preparación para el sector empresarial. Este breve informe sintetiza datos de artículos publicados (2022-2025) para analizar las mejores prácticas, los desafíos y las implicaciones pedagógicas de la IA en la educación en negocios internacionales. Si bien la IA mejora el aprendizaje experiencial y la adaptabilidad del currículo, persisten barreras como la resistencia al cambio, las preocupaciones éticas y la falta de habilidades. El informe aboga por el desarrollo de comunidades de educación empresarial que utilicen la IA para fomentar la integración sostenible y la colaboración interdisciplinaria. Sin embargo, dado que este estudio no incluye investigación empírica, los futuros estudios deberían priorizar la validación, basada en evidencia, del impacto educativo de la IA mediante estudios de caso y colaboraciones con el sector empresarial. Al implementar estrategias pedagógicas basadas en IA, las instituciones educativas pueden preparar a los estudiantes para las exigencias cambiantes del panorama empresarial globalEl rápido avance de la inteligencia artificial (IA) ha transformado significativamente la educación en negocios internacionales al introducir metodologías de aprendizaje innovadoras, como simulaciones basadas en IA, análisis de inteligencia de mercado y predicciones estratégicas, con el fin de mejorar la competencia global y la preparación para el sector empresarial. Este breve informe sintetiza datos de artículos publicados (2022-2025) para analizar las mejores prácticas, los desafíos y las implicaciones pedagógicas de la IA en la educación en negocios internacionales. Si bien la IA mejora el aprendizaje experiencial y la adaptabilidad del currículo, persisten barreras como la resistencia al cambio, las preocupaciones éticas y la falta de habilidades. El informe aboga por el desarrollo de comunidades de educación empresarial que utilicen la IA para fomentar la integración sostenible y la colaboración interdisciplinaria. Sin embargo, dado que este estudio no incluye investigación empírica, los futuros estudios deberían priorizar la validación, basada en evidencia, del impacto educativo de la IA mediante estudios de caso y colaboraciones con el sector empresarial. Al implementar estrategias pedagógicas basadas en IA, las instituciones educativas pueden preparar a los estudiantes para las exigencias cambiantes del panorama empresarial globa
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
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