Self-paced learning: Lnvestigating an online Tatar language course

© 2016, Slovenska Vzdelavacia Obstaravacia. All rights reserved.The research1 presented in this paper is a part of a larger project aimed at investigating the useful and challenging components of a self-paced online Tatar language school Ana Tele (“Mother Tongue”), which was designed in Kazan Federal University, Russia. We emphasized the importance of developing open online courses for such less commonly used languages as Tatar in order to support their ethnic identity and cultural integrity. Ana Tele is a unique and relatively new online environment for learning the Tatar language. It was launched in 2012 and within four years of its functioning has engaged 10084 users. In this study, we made a focus on a self-paced format of the course and analyzed the advantages and challenges of the project taking into account both the students’ and the course-developers’ perceptions. The data comprise a survey which was carried out with randomly chosen students of the course (N=170), face-to-face interviews with course participants who completed the survey (N=10) and course developers including technical administrators (N=2), and the instructors (N=8). We have found out that self-paced format of the course meets the demands of its users. Implications for improving Ana Tele platform are discussed on the issues of the content as well as technological maintenance. In particular, insertion of more detailed instructions to all activities and assignments could help students self-regulate study time and develop effective learning strategies according to their individual targets. Collaborative activities are closely connected with technical support and technical possibilities; their use could be helpful as students appreciate activities of this format. The improvements discussed are aimed at increasing students’ motivation, self-regulation and overall course satisfaction

Neologisms with quasi suffixes in media discourse

Исследование посвящено изучению особенностей функционирования квазисуффиксальных неологизмов в англоязычном медийном дискурсе. Предпринята попытка выявления новых словообразовательных компонентов в семантике неологизмов. Значения квазисуффиксов конкретизируются посредством изучения контекстного употребления неологизмов. Отмечается, что квазисуффиксы в английском языке возникают в результате переразложения морфемного состава слов-стяжений, когда осколочный компонент развивает ярко выраженное значение и становится продуктивным.The study deals with the question of neologisms formed by means of quasi suffixes. An attempt was made to identify new word-forming components in the meaning of neologisms that are widely used in the English speaking media discourse. Contextual use of neologisms enabled to specify the meaning of quasi suffixes. It is noted that English quasi suffixes appear as a result of morphemic re-expansion of neologisms which leads to productivity of quasi suffixes as derivational components

Multimedia Sanako study 1200 for TEFL in institution of higher education

© 2017, Slovenska Vzdelavacia Obstaravacia. All rights reserved. This paper presents a case study of using multimedia laboratory Sanako 1200 for teaching English as a foreign language (TEFL) at Kazan Federal University. The research outlines the basic functions and features of the software Sanako 1200, determining the benefits and drawbacks of this multimedia study in TEFL, and provides practical examples of its usage. The current interest in the problem lies in the growing popularity of the computer-assisted language learning (CALL) in higher education. On the one hand, with CALL technologies, instructors diversify TEFL methods and means, but on the other, introducing computer technologies can be challenging for teachers and learners. The purpose of the study was to reveal whether university students and teachers consider Sanako beneficial for their English language learning/teaching. The data used in this study come from quantitative (closed-and open-ended response questionnaire) and qualitative (face-to-face interview) methodology. To collect the data, second-, third-and fourth-year students (N=135) were asked to complete a questionnaire and teachers (N=10) were interviewed. The findings indicate to high motivation of university students to apply multimedia training tool Sanako in EFL learning. However, a number of technical hurdles revealed require special consideration of the problem. The findings have important implications for further use of Sanako labs at university

An amperometric monoamine oxidase biosensor for determining some antidepressants

An amperometric biosensor based on a platinum screen-printed electrode and immobilized monoamine oxidase is developed to determine antidepressants of different classes. Petylyl, pyrazidol, and flu-oxetine can be determined with determination limits of 8 × 10-9, 8 × 10-7, and 8 × 10-10 M, respectively. A procedure is proposed for determining fluoxetine in tablets. It is shown that petylyl can be selectively determined by an immunochemical technique using the developed biosensor and immobilized antibodies in the concentration range from 1 × 10-4 to 1 × 10-8 M. © 2007 MAIK Nauka

Estimation of several antidepressants using an amperometric biosensor based on immobilized monoamine oxidase

An amperometric biosensor was developed on the basis of a printed platinum electrode and immobilized monoamine oxidase for detecting antidepressants of various classes. The analytical potential of the electrode was assessed: Petylyl (desipramine) and pyrazidol could be estimated from lower detection limits of 8 × 109 M for Petylyl and 8 × 107 M for pyrazidol. A method for estimating pyrazidol in tablets is described. © 2007 Springer Science+Business Media, Inc

Self-paced learning: Lnvestigating an online Tatar language course

© 2016, Slovenska Vzdelavacia Obstaravacia. All rights reserved.The research1 presented in this paper is a part of a larger project aimed at investigating the useful and challenging components of a self-paced online Tatar language school Ana Tele (“Mother Tongue”), which was designed in Kazan Federal University, Russia. We emphasized the importance of developing open online courses for such less commonly used languages as Tatar in order to support their ethnic identity and cultural integrity. Ana Tele is a unique and relatively new online environment for learning the Tatar language. It was launched in 2012 and within four years of its functioning has engaged 10084 users. In this study, we made a focus on a self-paced format of the course and analyzed the advantages and challenges of the project taking into account both the students’ and the course-developers’ perceptions. The data comprise a survey which was carried out with randomly chosen students of the course (N=170), face-to-face interviews with course participants who completed the survey (N=10) and course developers including technical administrators (N=2), and the instructors (N=8). We have found out that self-paced format of the course meets the demands of its users. Implications for improving Ana Tele platform are discussed on the issues of the content as well as technological maintenance. In particular, insertion of more detailed instructions to all activities and assignments could help students self-regulate study time and develop effective learning strategies according to their individual targets. Collaborative activities are closely connected with technical support and technical possibilities; their use could be helpful as students appreciate activities of this format. The improvements discussed are aimed at increasing students’ motivation, self-regulation and overall course satisfaction

Self-paced learning: Lnvestigating an online Tatar language course

© 2016, Slovenska Vzdelavacia Obstaravacia. All rights reserved.The research1 presented in this paper is a part of a larger project aimed at investigating the useful and challenging components of a self-paced online Tatar language school Ana Tele (“Mother Tongue”), which was designed in Kazan Federal University, Russia. We emphasized the importance of developing open online courses for such less commonly used languages as Tatar in order to support their ethnic identity and cultural integrity. Ana Tele is a unique and relatively new online environment for learning the Tatar language. It was launched in 2012 and within four years of its functioning has engaged 10084 users. In this study, we made a focus on a self-paced format of the course and analyzed the advantages and challenges of the project taking into account both the students’ and the course-developers’ perceptions. The data comprise a survey which was carried out with randomly chosen students of the course (N=170), face-to-face interviews with course participants who completed the survey (N=10) and course developers including technical administrators (N=2), and the instructors (N=8). We have found out that self-paced format of the course meets the demands of its users. Implications for improving Ana Tele platform are discussed on the issues of the content as well as technological maintenance. In particular, insertion of more detailed instructions to all activities and assignments could help students self-regulate study time and develop effective learning strategies according to their individual targets. Collaborative activities are closely connected with technical support and technical possibilities; their use could be helpful as students appreciate activities of this format. The improvements discussed are aimed at increasing students’ motivation, self-regulation and overall course satisfaction

Multimedia Sanako study 1200 for TEFL in institution of higher education

© 2017, Slovenska Vzdelavacia Obstaravacia. All rights reserved. This paper presents a case study of using multimedia laboratory Sanako 1200 for teaching English as a foreign language (TEFL) at Kazan Federal University. The research outlines the basic functions and features of the software Sanako 1200, determining the benefits and drawbacks of this multimedia study in TEFL, and provides practical examples of its usage. The current interest in the problem lies in the growing popularity of the computer-assisted language learning (CALL) in higher education. On the one hand, with CALL technologies, instructors diversify TEFL methods and means, but on the other, introducing computer technologies can be challenging for teachers and learners. The purpose of the study was to reveal whether university students and teachers consider Sanako beneficial for their English language learning/teaching. The data used in this study come from quantitative (closed-and open-ended response questionnaire) and qualitative (face-to-face interview) methodology. To collect the data, second-, third-and fourth-year students (N=135) were asked to complete a questionnaire and teachers (N=10) were interviewed. The findings indicate to high motivation of university students to apply multimedia training tool Sanako in EFL learning. However, a number of technical hurdles revealed require special consideration of the problem. The findings have important implications for further use of Sanako labs at university

Multimedia Sanako study 1200 for TEFL in institution of higher education

© 2017, Slovenska Vzdelavacia Obstaravacia. All rights reserved. This paper presents a case study of using multimedia laboratory Sanako 1200 for teaching English as a foreign language (TEFL) at Kazan Federal University. The research outlines the basic functions and features of the software Sanako 1200, determining the benefits and drawbacks of this multimedia study in TEFL, and provides practical examples of its usage. The current interest in the problem lies in the growing popularity of the computer-assisted language learning (CALL) in higher education. On the one hand, with CALL technologies, instructors diversify TEFL methods and means, but on the other, introducing computer technologies can be challenging for teachers and learners. The purpose of the study was to reveal whether university students and teachers consider Sanako beneficial for their English language learning/teaching. The data used in this study come from quantitative (closed-and open-ended response questionnaire) and qualitative (face-to-face interview) methodology. To collect the data, second-, third-and fourth-year students (N=135) were asked to complete a questionnaire and teachers (N=10) were interviewed. The findings indicate to high motivation of university students to apply multimedia training tool Sanako in EFL learning. However, a number of technical hurdles revealed require special consideration of the problem. The findings have important implications for further use of Sanako labs at university

Multimedia Sanako study 1200 for TEFL in institution of higher education

© 2017, Slovenska Vzdelavacia Obstaravacia. All rights reserved. This paper presents a case study of using multimedia laboratory Sanako 1200 for teaching English as a foreign language (TEFL) at Kazan Federal University. The research outlines the basic functions and features of the software Sanako 1200, determining the benefits and drawbacks of this multimedia study in TEFL, and provides practical examples of its usage. The current interest in the problem lies in the growing popularity of the computer-assisted language learning (CALL) in higher education. On the one hand, with CALL technologies, instructors diversify TEFL methods and means, but on the other, introducing computer technologies can be challenging for teachers and learners. The purpose of the study was to reveal whether university students and teachers consider Sanako beneficial for their English language learning/teaching. The data used in this study come from quantitative (closed-and open-ended response questionnaire) and qualitative (face-to-face interview) methodology. To collect the data, second-, third-and fourth-year students (N=135) were asked to complete a questionnaire and teachers (N=10) were interviewed. The findings indicate to high motivation of university students to apply multimedia training tool Sanako in EFL learning. However, a number of technical hurdles revealed require special consideration of the problem. The findings have important implications for further use of Sanako labs at university