MAP Education and Humanities最新文献

{"title":"The Impact of Reading on Children’s Cognitive and Language Development","authors":"Hana Škarić, Mahera Salhab","doi":"10.53880/2744-2373.2024.5.37","DOIUrl":"https://doi.org/10.53880/2744-2373.2024.5.37","url":null,"abstract":"Literature has always been regarded as one of the best methods available that can positively influence the development of young preschool and kindergarten children, but also older school kids. However, in order for it to make a significant impact, we need to make sure that the content that is being read is appropriate for the age of the children we are reading to. If young children are exposed to adult literature or such that they cannot understand at their language level, it does not help their language improvement and development. In order for literature to make a full impact on both language and cognitive development, we need to use appropriate materials to reach satisfying results, in this case, genres which have been specifically crafted for the language level of the targeted audience. The aim of this paper was to explore the impact of reading to children (specifically literature designed for their language level) by doing a replication study based on the paper done by Fekonja et al. (2007), analyse the results and compare the two classes on a language measurement scale in order to see the impact of literature on language development. The results showed a significant difference in language development between the two groups, favouring the experimental group, which reinforces the importance of incorporating systematic reading of children’s literature into educational practices.","PeriodicalId":201183,"journal":{"name":"MAP Education and Humanities","volume":"14 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141642353","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"SynchEduca: Edukacijski alat za mehanizme sinkronizacije u programskom jeziku Java","authors":"M. Popović","doi":"10.53880/2744-2373.2024.5.28","DOIUrl":"https://doi.org/10.53880/2744-2373.2024.5.28","url":null,"abstract":"A strong ICT sector enables economic growth in almost every business sector. Therefore, the quality of education provided to software engineers is an extremely important factor in fostering innovation and having a positive impact on society. Industry applications present challenges of effectively implementing programs comprising interdependent tasks which compete for computational resources. The concepts of building optimal synchronization of program execution are challenging for many students studying software engineering. This paper provides an overview of projects and guidelines for improving the education of software engineers in respect to learning synchronization mechanisms, particularly focusing on usage of synchronization mechanisms from the Java package java.util.concurrent. The paper introduces the tool SynchEduca, which uses a visual interface to introduce students to synchronization concepts in the Java programming language in a more interactive and enjoyable way, without overshadowing the synchronization concepts with implementation details.","PeriodicalId":201183,"journal":{"name":"MAP Education and Humanities","volume":"45 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141653209","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploring Cultural Expectations, Linguistic Discrimination, and Language Learning Anxiety: A Comparative Study of Bosnian and Arab Students in Bosnia and Herzegovina","authors":"Mahera Salhab","doi":"10.53880/2744-2373.2024.5.15","DOIUrl":"https://doi.org/10.53880/2744-2373.2024.5.15","url":null,"abstract":"This research explores the impact of cultural expectations and linguistic discrimination on English as a Foreign Language (EFL) learning anxiety among Bosnian and Arab students in Bosnia and Herzegovina. Language learning anxiety, a critical aspect of language acquisition, is influenced by various factors, including cultural expectations and experiences of linguistic discrimination. The study compares the experiences of Bosnian and Arab students, delving into cultural nuances and discriminatory perceptions that shape their language learning journey. Through a qualitative research design, including semi-structured interviews and a comprehensive questionnaire, data were collected from 20 participants. The findings reveal distinctive patterns in the influence of cultural expectations on language learning attitudes and the negative impact of linguistic discrimination on students’ willingness to communicate - Bosnian students idealize native accents, while Arabic students seek native-like proficiency to avoid potential discrimination. Linguistic discrimination emerges as a significant source of anxiety, impacting students’ willingness to communicate and draining their motivation. This research contributes to the existing body of knowledge by addressing the gap of literature on the specific impact of cultural expectations and linguistic discrimination on EFL learning anxiety. The insights gained provide a foundation for developing culturally sensitive interventions to alleviate anxiety and enhance language learning outcomes.","PeriodicalId":201183,"journal":{"name":"MAP Education and Humanities","volume":"37 15","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140363895","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Corrective feedback in EFL Classroom Interaction: A Qualitative Study Among Third Grade Students at an International High School","authors":"Đejlana Gledo","doi":"10.53880/2744-2373.2024.5.1","DOIUrl":"https://doi.org/10.53880/2744-2373.2024.5.1","url":null,"abstract":"This study investigates the occurrence and various types of oral feedback within the English as a Foreign Language (EFL) classroom environment among third-grade students at an international high school in Sarajevo. The research aims to comprehend the nature and frequency of oral feedback provided by teachers to students during classroom interactions. Through qualitative analysis and observations, this study examines the diverse forms of oral feedback utilized by teachers and evaluates their impact on student learning and language acquisition. The methodology involves classroom observations of both teachers and students to gather comprehensive data on the types, patterns, and effectiveness of oral feedback. The findings of this research contribute to a better understanding of oral feedback strategies in EFL classrooms, offering insights into its significance in enhancing students' language proficiency and fostering an interactive learning environment.","PeriodicalId":201183,"journal":{"name":"MAP Education and Humanities","volume":"8 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140364658","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Virtual Communities of Practice on LinkedIn: A Study on Self-directed, Work-related Learning","authors":"Elisabeth Franc, Rita Stampfl, Barbara Geyer","doi":"10.53880/2744-2373.2024.4.100","DOIUrl":"https://doi.org/10.53880/2744-2373.2024.4.100","url":null,"abstract":"As a career network, LinkedIn offers access to a wide range of job-related information and a low-threshold opportunity for exchange among experts in various fields. The purpose of this study was to find out which LinkedIn functions are particularly useful for self-directed professional development and to what extent users’ motivation to learn is influenced by their virtual community of practice (VCoP) on LinkedIn. Two approaches were taken to answer this question. First, a literature review on four different learning theories was conducted: self-directed learning, situated learning, social learning and connectivism. The learning mechanisms on social media were then put into the context of those four learning theories. Additionally, the specific potential of learning via social media and especially via LinkedIn was considered. Second, a qualitative interview study with LinkedIn users who were categorised as digital learning experts based on their education and/or profession was conducted. According to the results of the study, LinkedIn offers excellent conditions for professional development. Various functions such as consuming others’ posts, writing own posts, comments or private messages and subscribing to hashtags or newsletters support work-related learning processes. The value of the LinkedIn Learning course platform is controversial. The results also show that VCoP activities can influence users’ motivation to learn both positively and negatively. The LinkedIn activities of others can inspire users, but they can also cause social pressure. The results of the interview study represent an addition to the research field of “learning with social media” and can be used as recommendations for dealing with LinkedIn in order to broaden or deepen one’s professional knowledge. This study especially highlights the use of LinkedIn for lifelong learning with the goal of professional development.","PeriodicalId":201183,"journal":{"name":"MAP Education and Humanities","volume":"15 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140419343","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Challenges and Risks of (In)Adequate Linguistic Structures in Reporting on Suffering in Israel, Palestine, and Ukraine – The Case of bild.de","authors":"Belma Polić, Nihada Topovčić, Emina Horić","doi":"10.53880/2744-2373.2024.4.87","DOIUrl":"https://doi.org/10.53880/2744-2373.2024.4.87","url":null,"abstract":"This paper is the result of monitoring articles from online media in the German language on current topics. Given that the Israeli-Palestinian conflict is currently the central topic of every world media, a linguistic analysis of the texts on the mentioned topic is carried out, from 07. 10, 2023, when the horrific murders of Izreal citizens took place, until 12/22, 2023. years. The focus is on the analysis and comparison of linguistic means used to describe suffering civilian, treating in more detail their morphological, semantic, and stylistic features. The results of the research show whether adequate language expressions and structures are used in reporting on the war casualties of civilians in Israel, Gaza, and Ukraine, where the focus is on being civilians in Israel and Gaza. All examples are taken from the German portal bild.de, considering that it is about the most read portal in Germany.","PeriodicalId":201183,"journal":{"name":"MAP Education and Humanities","volume":"94 17","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139784577","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Challenges and Risks of (In)Adequate Linguistic Structures in Reporting on Suffering in Israel, Palestine, and Ukraine – The Case of bild.de","authors":"Belma Polić, Nihada Topovčić, Emina Horić","doi":"10.53880/2744-2373.2024.4.87","DOIUrl":"https://doi.org/10.53880/2744-2373.2024.4.87","url":null,"abstract":"This paper is the result of monitoring articles from online media in the German language on current topics. Given that the Israeli-Palestinian conflict is currently the central topic of every world media, a linguistic analysis of the texts on the mentioned topic is carried out, from 07. 10, 2023, when the horrific murders of Izreal citizens took place, until 12/22, 2023. years. The focus is on the analysis and comparison of linguistic means used to describe suffering civilian, treating in more detail their morphological, semantic, and stylistic features. The results of the research show whether adequate language expressions and structures are used in reporting on the war casualties of civilians in Israel, Gaza, and Ukraine, where the focus is on being civilians in Israel and Gaza. All examples are taken from the German portal bild.de, considering that it is about the most read portal in Germany.","PeriodicalId":201183,"journal":{"name":"MAP Education and Humanities","volume":"64 18","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139844141","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Experiences with Lessons Learned Method in it Projects","authors":"Rita Stampfl, Julian Fischer, Silke Palkovits-Rauter","doi":"10.53880/2744-2373.2023.4.51","DOIUrl":"https://doi.org/10.53880/2744-2373.2023.4.51","url":null,"abstract":"The project manager plays a central role in project integration and successful project completion. Leadership skills, especially knowledge-based leadership skills, are critical to project success as they enable the effective creation, sharing and use of knowledge. Project managers’ social cognitive, interpersonal and strategic skills contribute to effective knowledge sharing. The Lessons Learned method is generally recommended for knowledge transfer in projects, but its effectiveness and implementation are controversial. The aim of this study is to investigate project managers’ experiences with the Lessons Learned method in IT project management. The focus is on how these experiences influence knowledge transfer in IT projects. A qualitative research design was used to gain insight into the experiences of project managers. Eleven experts responsible for IT projects were interviewed in guideline-based expert interviews. The collected data was analysed using content structuring qualitative content analysis. The study found that project managers are responsible for knowledge transfer, but often do not perceive this task. Different perceptions of knowledge transfer methods were observed between traditional and agile training. The Lessons Learned approach showed unsatisfactory results and project managers defined their own methods. To improve knowledge transfer, project management standards should include clear tasks and support decision making. Generic models need to be integrated in the project management standards to ensure consistent approaches in practice.","PeriodicalId":201183,"journal":{"name":"MAP Education and Humanities","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121852085","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"AI in academia: An overview of selected tools and their areas of application","authors":"Robert F. J. Pinzolits","doi":"10.53880/2744-2373.2023.4.37","DOIUrl":"https://doi.org/10.53880/2744-2373.2023.4.37","url":null,"abstract":"As a result of OpenAI's ChatGPT, there has been increasing interest in AI and web-based natural language processing (NLP), including in academia. In this article, we provide an overview of the tools that can be used for academic purposes. The overview was conducted from the perspective of a university educator and was intended to guide educators in higher education on emerging AI technologies. The tools discussed ranged from searching the literature and attributions to peer-reviewed articles, scientific writing, and academic writing and editing. The objective is to foster an informed approach to the integration of AI tools in academic settings, ensuring that educators are well-equipped to leverage these technologies to enhance the quality and output of academic work.","PeriodicalId":201183,"journal":{"name":"MAP Education and Humanities","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122314799","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Effects of Gamification On Student Motivation And Achievement In Learning English As A Foreign Language In Higher Education","authors":"Lamija Huseinović","doi":"10.53880/2744-2373.2023.4.10","DOIUrl":"https://doi.org/10.53880/2744-2373.2023.4.10","url":null,"abstract":"Gamification has grown tremendously in popularity and is now widely used in various fields including information and communication technology (ICT), healthcare, marketing, education and business. Its core principle revolves around the integration of elements from games into non-game environments with the ultimate goal of shaping behavior, enhancing motivation, and fostering increased engagement (Caponetto, 2014). The main aim of this study is to investigate the impact of gamification on student motivation and academic performance in the specific context of teaching English as a foreign language (EFL) at higher education institutions in Bosnia and Herzegovina. To conduct this study, a cohort of 202 students attending both private and public universities in Bosnia and Herzegovina was carefully selected using targeted snowball sampling techniques. The questionnaire distributed to the participants included 57 items from various areas, including academic achievement, frequency and proficiency in using language learning apps, motivation and attitudes towards app-based language learning, and perceived improvements in listening, speaking, reading and writing skills This is attributed to the use of apps to learn the English language (ELL). To analyze the gathered data, descriptive statistics, tests for normality, reliability analysis, and linear regression were employed. The results of the study indicate a significant impact of gamification strategies on students’ motivation to learn English as a foreign language, as well as their overall success in EFL learning and academic achievement. In higher education settings, the inclusion of games has been shown to have a positive impact on students’ listening, speaking, reading and writing skills. In addition, gamification contributes to the motivation of the students and thus increases their academic performance. The integration of games into education is expected to continue to evolve and lead to transformative changes in curricula, teaching methods and learning models. Consequently, acquiring ICT skills among academic staff is crucial to effectively mentoring students and ensuring successful educational experiences.","PeriodicalId":201183,"journal":{"name":"MAP Education and Humanities","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126194424","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}