Many learners are now quite digitally skilled. However, this does not entail that they know how to learn through digital technologies. Therefore, establishing an interactive virtual learning platform that connects everyone together in a classroom environment and helping learners become familiar with such media might serve a set of purposes in any educational setting. Today, with the advances in web-based learning technologies, a hybrid teaching methodology has become widespread: blended learning. It is a term used to describe the way e-learning is being combined with traditional classroom methods and independent study. Educators design online materials and utilize them in synchronous or asynchronous ways to suit the convenience of learners and instructors and program demands. In this study with a group of intermediate-level English language learners at the School of Foreign Languages of an English-medium state university, the goal was to enhance students' vocabulary learning performance by using synchronous and asynchronous games and activities that will activate and maintain intrinsic motivation in an effort to teach parts of speech and collocations over a period of eight weeks. The data consisted of a survey of students' reflections on their vocabulary learning experiences through digital games and activities. The findings were discussed with respect to the efficiency of incorporating synchronous and asynchronous learning materials.
In an effort to create enriched language learning environments, language teachers, program and course developers, and publishing companies have long sought novel ideas and alternatives. Thus, a wide range of information and communications technologies, which have manifested themselves in the form of virtual learning environments, web-based platforms, or mobile-assisted applications, have been embraced in the field. With the introduction of new means and platforms for delivering instruction outside the classroom, blended learning, combining e-learning and conventional classroom methods as well as providing room for student control over the learning process, has gained popularity as a promising option. In this case study, which focuses on a group of second-year English language students at a School of Foreign Languages, the goal was to investigate students' attitudes towards blended learning with reference to six learning aspects: learning-flexibility, online-learning, study-management, technology-use, classroom-learning, and online-interaction (Tang & Chaw, 2013). Students' responses to the attitude questionnaire were subjected to descriptive statistical analysis as well as internal consistency tests among subscales. A subsequent focus group meeting was held with a group of 15 students to attain qualitative data on their views and attitudes towards blended learning with respect to their experiences and expectations. Highachievers had a tendency to hold positive attitudes towards all learning aspects while low-achievers required more face-to-face in-class time, interaction and study management support, pointing to possible links among such variables as language proficiency, learner autonomy and attitudes towards blended learning and highlighting how critical student characteristics and attitudes could prove in the implementation process.
The ultimate goal of this research was twofold: (1) to investigate the associations between narcissism, intentions towards infidelity, and relationship satisfaction; and (2) to explore the moderating effect of attachment styles on the link between intentions towards infidelity and narcissism. The findings revealed that the link between narcissism and relationship satisfaction is fully mediated by intentions towards infidelity. Similarly, the full mediating effect of relationship satisfaction exists in the association between narcissism and intentions towards infidelity. Mediational analyses further revealed that narcissism is a predictor of intentions towards infidelity, and this link is moderated by preoccupied, fearful, and dismissive attachment styles. As the results indicate, narcissism plays a significant role in young adults’ intimate relationships, and attachment styles have a moderating role in narcissism’s effect on romantic relationships. Results and implications are discussed in light of the relevant research findings.
The current cross-sectional study sought to determine whether the association between relationship obsessive-compulsive disorder (ROCD) symptoms and relationship satisfaction is mediated by 1) jealousy and 2) a ruminative thought style, or if it is a combination of the two. The findings revealed that the relationship between ROCD symptoms and relationship satisfaction is mediated by both jealousy and rumination. Further, the link between ROCD and jealousy is mediated by rumination while the mediating role of jealousy exists in the association between rumination and relationship satisfaction. These findings only apply to heterosexual relationships. The results and implications are discussed.
Feelings of anxiety, apprehension, and nervousness, which are widely reported by foreign language (FL) learners, may cause learners to fail in achieving their desired goals, and they can lose motivation due to the detrimental effects of these feelings. Therefore, the purpose of this study was twofold: (1) to investigate the effectiveness of psychoeducational group training based on cognitive behavioural techniques (CBTs) to reduce the English as a foreign language (EFL) learners' English speaking anxiety and (2) to increase the learners' subjective wellbeing through subjective wellbeing-increasing activities (SWIAs). This study examined an experimental group and a control group consisting of eight English preparatory school students in each group. The Positive and Negative Affect Schedule (PANAS), the State-Trait Anxiety Inventory (STAI), and the Satisfaction with Life Scale (SWLS) were used as pre-and post-tests to identify any improvements over ten sessions. Then, the participants came together for a follow-up session after one year. The data were analysed with the Mann-Whitney U Test, the Wilcoxon signed ranks test, and the Friedman test. The findings revealed that the sessions were effective on all variables, with significant increases in the post-test scores of the experimental group regarding positive affect, negative affect, life satisfaction, and state anxiety; however, there were no statistically significant changes in the post-test scores of the control group for any variables. In sum, the findings were significantly different in terms of the post-test scores of the experimental group.
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