Although corrective feedback (CF) has been studied, more studies still need to be conducted on this variable to check its effects on language learning. Therefore, this study aimed to investigate the effectiveness of teachers’ written and verbal CF during the formative assessment (FA) on English as a foreign language (EFL) learners’ academic anxiety (AA), academic performance (AP), and attitude toward learning (ATL) in Ahvaz, Iran. Using the convenience sampling method, 76 students were chosen and divided into the experimental group (EG) and control group (CG). The EG received CF during FA, but CG was taught traditionally. After analyzing the data through descriptive and inferential statistics, the results indicated that the teachers’ written and verbal CF during FA positively affected the experimental language learners’ AP. In addition, the results showed that teachers’ CF significantly diminished the EG’s level of anxiety. Regarding the learners’ ATL English, the results showed that there was a significant change in the pre-test and post-test due to the feedback received from the teacher, which means that learners’ ATL enhanced remarkably. Considering the results of this study, a number of conclusions are drawn, and several implications are put forward.
During the new coronavirus disease 2019 (COVID-19) lockdown period, the whole educational system from elementary to tertiary levels has been thrown into chaos in Indonesia and around the world. Online modes used by the College of Administration Puangrimaggalatung for learning as well as semester exams are shown in this research. It hopes that it will be able to make better academic decisions in the future when things get tough. The main goal of this study was to look at the need for an online model in education during the COVID pandemic and how educational institutions can use their existing resources to make formal education online with the help of no face-to-face class and other important things. The paper used quantitative and qualitative methods to examine how lecturers and students thought about online teaching learning modes. It also looked at how online teaching learning modes were put into practice. Moreover, the paper is aimed at providing a comprehensive picture of online teaching and learning activities during the lockdown period and demonstrates how the change management process and online teaching and learning processes were linked in the education system during the COVID-19 outbreak. This will aid in the elimination of academic disruption and ensure that instructional activities and discourses may continue as usual in the educational system.
Although a range of studies has explored the effects of the content and language integrated learning (CLIL) approach on students’ achievement, its impact on improving university students’ transversal skills (TSs) has remained largely unexplored in Iran. Thus, the present study has a two-fold purpose. First, it aims to investigate the role of the CLIL approach in improving Iranian university students’ TSs. Second, it purports to explore the mediating role of emotional intelligence (EI) in the relationship between the CLIL approach and TSs. For this purpose, a survey design was used wherein a research-made questionnaire was distributed among 123 university students to gather the required data. Findings disclosed that the CLIL approach had a positive role in developing the university students’ TSs. Further, the results indicated that EI positively affected the development of TSs in university students. Moreover, the findings evidenced that EI significantly mediated the relationship between the CLIL approach and the development of the university students’ TSs. The study concludes that applying the CLIL approach involves an entirely new paradigm, offering valuable implications for relevant stakeholders.
This study is aimed at (1) describing the process of word formation using al-ziyaadah and affixation in Bugis and Arabic, (2) revealing the meaning of al-ziyaadah and affixation in forming a word in Bugis and Arabic, and (3) analyzing the similarities and differences in substances produced by al-ziyaadah and affixations in Bugis and Arabic. The research applied the library research using a linguistic approach. The primary data was collected and identified through a textbook; then, the types of al-ziyaadah and the affixes in both languages were analyzed. The word forms that adhere to and have an affix were compared, and the final step is to make conclusions based on comparisons and explore some similarities and differences. This study results indicated that the process of word formation in Arabic through al-ziyaadah, namely, al-sawaabiq, al-hasyw, al-lawaahiq, and al-muzdawijah. Meanwhile, in the Bugis language, the process of word formation is through affixation. The types of affixes in the Buginese language are prefixes, infixes, suffixes, confixes, and affixes. The word formation process with al-ziyaadah and affixation is the same as al-sawaabiq and prefixes, al-hasyw and infix, al-lawaahiq and suffixes, and al-muzdawijah and confixes. Meanwhile, the combination of affixes only exists in the Buginese language. The formation of words through al-ziyaadah in Arabic and affixation in Bugis contain similarities and differences. The overall meaning produced by al-ziyaadah and affixation is ninety-eight meanings, al-ziyaadah generates thirty-six meanings, and affixations generate sixty-two meanings. This research could be a valuable reference for further researchers who want to study languages and prevent regional languages extinction in the modern era.
Introduction. This article discusses the issues of professional training of future educational psychologists for the organization of psychodiagnostic activities in the educational environment. The Aim of the Study. The formation of the readiness of the educational psychologist for professional activity is an urgent and significant psychological and pedagogical problem, which consists in finding answers to the following questions: how to achieve the correspondence of the content of the initial stages of professionalization of the educational psychologist to the characteristics and requirements of the forthcoming activity; what are the mechanisms and conditions for the formation of the future educational psychologist as a subject of professional activity; and what educational technologies will ensure the formation of the psychologist’s competencies necessary for independent professional activity. Methodology and Research Methods. The theoretical and methodological basis of the study is the ideas of the dialectical relationship of general, particular, and individual in the formation of professional activity: a personality-oriented approach to education and its modern modifications. Along with this, the material is given about the types, principles, goals and objectives, and patterns of modern psychodiagnostic work. The Results of the Study. The importance and necessity of forming a psychological and psychodiagnostic culture of future pedagogical psychologists in the purposeful organization of psychodiagnostic activity are discussed. Scientific Novelty. We have developed the structure of students’ professional readiness. Practical Significance. Considering the specificity of the subject of work of the psychologist of education, the problem of the quality of professional education of this specialist should be considered as one of the components of the problem of the quality of life of the developing personality of the child, which determines the relevance of the research topic.
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