No abstract

This experimental research study attempted to examine the effectiveness of an advanced writing course integrating the stream of consciousness technique and collaborative writing. The writing course was designed for eleven undergraduate English as foreign language students studying at the English language teaching department. Adopting a mixed methods research design, qualitative and quantitative data were used to answer the research questions. Qualitative data were gathered from pre and post-intervention interviews and the quantitative data from the pre and post-tests. The results revealed that a great majority of the participants made considerable progress in terms of creativity and overall writing performance. The fact that the intervention was effective was apparent in a great majority of the participants’ preference for collaborative writing over individual writing and all participants’ preference for the stream of consciousness technique over traditional writing modes. In terms of the use of the stream of consciousness technique and collaborative writing, it was found that collaborative writing was a more pleasing experience. It was also found that due to the intervention they not only made good progress in terms of their writing skills but also their attitudes changed in a positive way towards writing.

Presently, acquiring education and scientific knowledge by using technological means has become easier. Individuals use their mobile devices for exchange of information, entertainment and educational purposes. They meet several needs by mobile devices which have become an indispensable element of their lives. Mobile devices also enable preschool pupils to learn a foreign language more efficiently regardless of time and space as they are portable. Teachers, on the other hand, convey subjects of education and teaching to their students by using their mobile devices. In brief, mobile learning is one of the significant components of education. This research aims to establish the efficiency and influence of mobile learning in respect of foreign language learning. It involves a case study based on a qualitative research design. In this study where teachers take part as participants, the contribution of mobile learning process to the foreign language development of pupils in the pre-school period will be addressed. The study will underline the role and influence of mobile learning on language development, especially on foreign language education.

The purpose of this study is to explore students' perception of the relationship between their academic success and their families' psychological nature. A quantitative research design utilising a relational descriptive model was used to evaluate the relationship between families' psychological nature and the academic success level of the students. A total of 523 6th and 7th grade students participated in the study. The Personal Information Form, Family Structure Assessment Tool (FSAT) (1992) and school reports were employed as the primary methods of data gathering. T-test, ANOVA and LSD Scheffe Test were used to analyse the data. Results of the study indicate that there are differences between the FSAT scores according to the students' gender; however, no differences between the class levels were seen. This study has established that there is a relationship between the perceived students' academic success and their families' psychological nature.

No abstract