Exploring literature reading classes in terms of types of feedback provided by efl teachers: Does teaching experience play a determining role?

© 2020, Kazan Federal University. All rights reserved. Reading comprehension is thought to be a very challenging skill for L2 (second language) learners, and definitely the role that feedback has in enhancing reading achievement is undeniable. To shed more light on the issue, this study aimed to investigate the types of feedback utilized by EFL teachers in L2 reading comprehension classes at the intermediate level. The study took a step forward and explored the role of years of teaching experience in the provision of feedback. The study also examined the frequency of different types of errors that EFL learners committed in reading comprehension classes. To this end, an observational and descriptive study was conducted. Six EFL teachers along with their L2 learners at the intermediate level participated in the study. Three of these teachers were novices and the other three were experienced. The data were drawn from transcripts of audio recording of the selected teachers’ reading comprehension classes. Following the analysis, the corrective feedback types and the errors were coded using the coding categories identified in Lyster and Ranta’s (1997) model. Two other corrective feedback types were added-translation and multiple feedback. The frequency count and percentage were used to analyze the data. The results indicated that recasts were the most frequently used feedback type in both groups of teachers. Moreover, both experienced and novice teachers preferred to use varied corrective feedback types at different distributions which may suggest that there is a significant difference between novice and experienced teachers’ use of corrective feedback types. Regarding the error types, the analysis of the data showed that among four types of errors, the phonological errors were the most commonly errors committed by EFL learners in reading comprehension classes. The implications are discussed in the study

Correction: Formation of academic mobility of future foreign language teachers by means of media education technologies [EURASIA J. Math., Sci Tech. Ed, 14, 3, (2018), (959-976)]. doi 10.12973/ejmste/81150

This document lists errors found in the paper. 1. In Authors and Affiliations Section, change "4 Comenius University, SLOVAKIA" to "4 University of Ss. Cyril and Methodius in Trnava, SLOVAKIA". © 2018 by the authors

Analysis of Documents Published on Mobile Technology of Hearing Impaired in Web of Science Database

© 2020. All Rights Reserved. The aim of this study is to determine the latest trends in mobile technologies used in the education of the hearing impaired. Technology integration studies in the literature generally focus on visual dictionaries, sign language, word exercises or story books. In addition, it is seen that the studies report the results, not the process. However, there are few studies that describe the holistic technology integration process with a holistic approach. The study was conducted using qualitative research methodology, document analysis and related content analysis. Working with the keywords "mobile technology and hearing impaired" in Web of Science database is based on the analysis of published documents. All articles published in Web of Science have been examined. Affiliated universities of the distribution, subject areas, document types, country / regions and author themes by years were examined. Various findings reveal in terms of determining the importance of the analysis of the studies published in Web of Science database on the hearing impairments through mobile learning in terms of content. A total of 54 studies were analysed. It was concluded that the most studies related to technology were carried out in 2001 and 2019. It turns out that the first study was carried out in 2001.When literature review was done, it was concluded that most studies were conducted in 2019. It was also concluded that the most studies were in the field of Computer Science Theory Methods. It is mostly published as a full text. When looking at the scanning areas in the Web of Science index, it was seen that the most study area is in the Conference Proceedings Citation Index- Science area. When the universities of the researchers were analysed, it was also concluded that the researcher who carried out the most research was from Anadolu University. Although technology is very important in education, the effects of mobile learning on the hearing impaired should be further investigated and results should be shared

Formation of academic mobility of future foreign language teachers by means of media education technologies

The relevance of research: Modern transformations in society and education pay special attention to the increase of the quality of teaching staff training, making new requests for competitive specialists in the world labor-market. According to the demands of educational laws and regulations, modern teacher is meant to be competent in his own sphere of work, have a number of professional skills, be flexible and mobile, be capable to work efficiently in compliance with international standards, be prepared for professional and personal growth. At the same time, an increased competition at the world labor-market requires new approaches to training future teachers with regard to increased demands for the specialists who are capable to adapt to modern world standards. The purpose of the research: The purpose of this research is to identify efficient forms and means of academic mobility of future foreign language teachers. Research methods: The leading research method that tests hypothesis is pedagogical experiment (ascertaining, forming and control stages of experiment) and also the method of processing of quantitative results of the research. 270 future foreign language teachers took part in the experimental research where 138 respondents belonged to an experimental group and 132 future teachers belonged to a control group. Results of the research: the model of formation of academic mobility of future foreign language teachers was designed and scientifically grounded. Formation of academic mobility is implemented by means of media-education technologies, methodological principles which include systemic, competency-based, synergetic, student-oriented approach and the following principles such as humanization, viability, self-education, succession, continuity, dialogism. The proposed model was realized in three stages (motivational-cognitive, organizational- action-based, professionalcommunicative) and provided for gradual acquisition by future educators the motivation for academic migration and their ability to master their foreign language communicative competence. The purpose of the above mentioned model is to develop such personal qualities which will contribute to students' readiness to get education in foreign educational environment. The result of the realization of the model is the formation of the academic mobility of foreign language teachers on a creative level. Relevance of the research: The efficiency of the proposed model of formation of academic mobility of future foreign language teachers by means of media education technologies has been proved and confirmed by the statistics of the experiment. Materials of the article can be useful for students, teachers of educational institutions of higher education, foreign language teachers who write projects, course works, qualifying projects and other types of scientific works. © Authors

Correction: Formation of academic mobility of future foreign language teachers by means of media education technologies [EURASIA J. Math., Sci Tech. Ed, 14, 3, (2018), (959-976)]. doi 10.12973/ejmste/81150

This document lists errors found in the paper. 1. In Authors and Affiliations Section, change "4 Comenius University, SLOVAKIA" to "4 University of Ss. Cyril and Methodius in Trnava, SLOVAKIA". © 2018 by the authors

Peculiarities of developing high school students’ lexical skills by means of the programmed learning technology

The purpose of this study is to substantiate theoretically and to test experimentally the effectiveness of the programmed learning technology at the lessons of a foreign language to develop lexical skills of high school students. The article presents the authors’ fragments of lessons and sets of exercises with the use of programmed instruction at English classes in Grade 10 to develop students’ lexical skills. It is proved that on the stage of forming lexical skills it is viable to develop sets of exercises aimed at memorizing the word, its semantics in the unity with the pronunciation and grammatical form; forming meaningful word combinations with the use of multimedia tools. The authors also found that at the stage of mastering lexical skills it is necessary to do various creative tasks using the Internet. The study proved the effectiveness of the programmed learning technology for the development of students’ lexical skills. © 2018, Slovenska Vzdelavacia Obstaravacia. All rights reserved

Peculiarities of developing high school students’ lexical skills by means of the programmed learning technology

The purpose of this study is to substantiate theoretically and to test experimentally the effectiveness of the programmed learning technology at the lessons of a foreign language to develop lexical skills of high school students. The article presents the authors’ fragments of lessons and sets of exercises with the use of programmed instruction at English classes in Grade 10 to develop students’ lexical skills. It is proved that on the stage of forming lexical skills it is viable to develop sets of exercises aimed at memorizing the word, its semantics in the unity with the pronunciation and grammatical form; forming meaningful word combinations with the use of multimedia tools. The authors also found that at the stage of mastering lexical skills it is necessary to do various creative tasks using the Internet. The study proved the effectiveness of the programmed learning technology for the development of students’ lexical skills. © 2018, Slovenska Vzdelavacia Obstaravacia. All rights reserved

Functional characteristics of the English and Russian media texts about the Sochi 2014 Winter Olympic Games: political and linguistic aspects

The article is devoted to a research of functional characteristics of the English and Russian media texts about the Sochi 2014 Winter Olympic Games. Modern English and Russian media texts about the XXII Olympic Winter Games act as a research object. Functional classification of media texts is described; substantial features of the English and Russian media texts about the Sochi 2014 Winter Olympics are defined. Functional features of the Russian and English media texts about the 2014 Winter Olympics are established. © 2017, Slovenska Vzdelavacia Obstaravacia. All rights reserved

Philosophical and socio-psychological meaning of the concept of psycho violence in learning environment

Currently one of the hot topics that have become a challenge for profound philosophical and socio-psychological investigation is a is psycho violence threat to learning environment safety and psychological safety, as its major component. The article concentrates on revealing the factors of psycho violence in the learning environment from the points of view of social philosophy and social psychology. Methodological framework of the studies is based on philosophical principles of dialectic synthesis, the transformation of quantity into quality, the unity and conflict of opposites, the principles of contradiction and determinism, and social psychology activity-system approach. These principles allowed the authors to consider the level of ‘psycho violence’ development and identify the main approaches and determinants of its dissemination in education and learning environment. The paper discusses the definition of the term ‘psycho violence’, as well as presents theoretically justified factors influencing a propensity for psycho-violence which involve direct and indirect verbal aggression, indirect physical aggression, low communicative tolerance, the tendency to dominate and manipulate, selfishness, craving power over other people, a negative attitude towards others, disregard for the community norms and regulations, rigidity, anxiety, and extraversion. All of them are considered as objectives when developing the work to prevent psycho-violence. Hence, the materials of the article are of practical value for specialists engaged in designing psychological and educational programs aimed at prevention of psycho-violence in the learning environment. © 2018, Slovenska Vzdelavacia Obstaravacia. All rights reserved

Philosophical and socio-psychological meaning of the concept of psycho violence in learning environment

Currently one of the hot topics that have become a challenge for profound philosophical and socio-psychological investigation is a is psycho violence threat to learning environment safety and psychological safety, as its major component. The article concentrates on revealing the factors of psycho violence in the learning environment from the points of view of social philosophy and social psychology. Methodological framework of the studies is based on philosophical principles of dialectic synthesis, the transformation of quantity into quality, the unity and conflict of opposites, the principles of contradiction and determinism, and social psychology activity-system approach. These principles allowed the authors to consider the level of ‘psycho violence’ development and identify the main approaches and determinants of its dissemination in education and learning environment. The paper discusses the definition of the term ‘psycho violence’, as well as presents theoretically justified factors influencing a propensity for psycho-violence which involve direct and indirect verbal aggression, indirect physical aggression, low communicative tolerance, the tendency to dominate and manipulate, selfishness, craving power over other people, a negative attitude towards others, disregard for the community norms and regulations, rigidity, anxiety, and extraversion. All of them are considered as objectives when developing the work to prevent psycho-violence. Hence, the materials of the article are of practical value for specialists engaged in designing psychological and educational programs aimed at prevention of psycho-violence in the learning environment. © 2018, Slovenska Vzdelavacia Obstaravacia. All rights reserved