Proceedings of The International Conference on Research in Teaching and Education最新文献

{"title":"Technology Meets Extensive Reading: Design of a Blended Extensive Reading Program in an English as a Foreign Language Context","authors":"Zeynep Yadigar Tosun, Safiye İpek KURU GÖNEN","doi":"10.33422/rteconf.v1i1.241","DOIUrl":"https://doi.org/10.33422/rteconf.v1i1.241","url":null,"abstract":"Extensive reading (ER) is of great value in fostering language competence and nurturing a lifelong enthusiasm for reading in a foreign/second language (L2). The ER research has begun to follow an innovative path to address the evolution of learner profiles in the age of technology transformed into the digital realm. To integrate technology into ER and enhance L2 learners’ reading experiences, this study was designed to provide a systematic ER program integrated with blended learning for tertiary level English as a foreign language (EFL) learners. Rooted in the core of ER principles and an EFL context’s features, the program of this study, the blended ER program, aimed at encouraging learners to read various types of digital texts within their interests and current proficiency levels. Considering the ER and blended learning research, the blended ER program’s design used the advantages of online and face-to-face learning components. The online component of this program included digital reading materials and learning management systems (LMSs), Google Classroom and Padlet, to provide learners with a virtual library with open-access digital reading resources and a virtual reading log. The program’s face-to-face learning component involved weekly meetings where learners shared their reading experiences through follow-up ER tasks. This study presents the details of the blended ER program regarding the participants’ ideas. EFL learners’ reactions to the blended ER program led to the conclusion that the program offered myriad opportunities to enhance L2 reading experiences. The study proposes suggestions for effectively integrating a blended ER program into EFL contexts.","PeriodicalId":362161,"journal":{"name":"Proceedings of The International Conference on Research in Teaching and Education","volume":" 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141369147","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":"English as a Foreign Language Students’ Usage of Chat Generative Pre-Trained Transformer in the Classroom and Homework Assignments","authors":"Zylfije Tahiri","doi":"10.33422/rteconf.v1i1.171","DOIUrl":"https://doi.org/10.33422/rteconf.v1i1.171","url":null,"abstract":"Understanding the interaction between artificial intelligence and humans was one of the study's objectives. Another was to examine the advantages and disadvantages of ChatGPT for English language learners. The primary aims of this study were to examine how English language learners utilize ChatGPT, why they use it, and how it impacts their academic progress. The phenomenon in question has been the subject of extensive research. The questionnaire used in this study was created with Google Forms and delivered electronically. More than 115 English as a foreign language students gave answers; the majority of them were students studying English at the bachelor and master levels. The questionnaire data represent how and how frequently students utilize ChatGPT, and the results show that a considerable proportion of them use the software. The data also show us the most common reasons why English language students use ChatGPT, and it appears that grammar is the first reason, while tasks requiring critical thinking are the second. Another very distinct reason is the use of ChatGPT for summarizing the books they are required to read during their English studies, which usually occurs at the bachelor's level where they learn Old and Modern English Literature. The results also revealed that students believe ChatGPT has had a beneficial impact on their academic advancement. After all, it is vital to note that artificial intelligence and its application are a developing phenomenon, particularly in the educational process; thus, the support of ChatGPT is assisting students in realizing their school projects, although not completely. This phenomenon should be viewed as both useful and detrimental. Artificial intelligence should not be used to limit student growth and critical thinking since it risks diminishing the value of human intelligence. Something artificial cannot be substituted with something natural, such as intelligence. As a result, our synthesizing mind is capable of far more than artificial intelligence.","PeriodicalId":362161,"journal":{"name":"Proceedings of The International Conference on Research in Teaching and Education","volume":"124 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140679018","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":"Stress Mindset of Lebanese Secondary School Students in Public Schools and Its Relationship to Academic Performance","authors":"E. Shaaban, S. Shehayeb","doi":"10.33422/rteconf.2019.06.332","DOIUrl":"https://doi.org/10.33422/rteconf.2019.06.332","url":null,"abstract":"","PeriodicalId":362161,"journal":{"name":"Proceedings of The International Conference on Research in Teaching and Education","volume":"2481 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131132055","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":"Modelling the diversity of Tertiary Abstract Algebra Textbooks","authors":"Hassnaa Hasan Shaheed, Judy-anne H. Osborn, Malcolm Roberts","doi":"10.33422/rteconf.2019.06.339","DOIUrl":"https://doi.org/10.33422/rteconf.2019.06.339","url":null,"abstract":"This work sets about understanding and modelling differences in look and feel between tertiary Abstract Algebra texts. We present a ̀ proof-of-concept’ stage model of this difference, in terms of a concept that we call the `terrain’ of a text. Our model is influenced by our conceptual framework, which brings together `Reader Oriented Theory’, and `Content Analysis’. We define `terrain’ to be the proportion and arrangement of functionality within a text. The particular functionality that we explore in this article relates to four categories: `Facts’, ̀ Explanation’, `Notation’ and `Sign posting’. In particular, the modelling of the type and frequency of `Facts’ in Abstract Algebra techniques appears to be novel; whereas `Explanation’ has been considered in previous literature at least in the particular instance of proof. Utilising an acronym for the four categories, we call the resulting model the `FENS’ model of Terrain. The FENS model has several different instantiations, each associated with a different type of theoretical reader, defined by a collection of reading characteristics. The differences depend on the kinds of Facts, Explanations etc. that different readers are likely to be sensitive to in their reading. For instance a reader who is interested only in technical mathematical facts will `see’ a different book to one who is interested in big-picture ideas and historical origins. Our model indicates two results of interest: (i) different books have very different FENS even for the same reader, and (ii) different readers are likely to experience very different FENS for the same book.Algebra techniques appears to be novel; whereas `Explanation’ has been considered in previous literature at least in the particular instance of proof. Utilising an acronym for the four categories, we call the resulting model the `FENS’ model of Terrain. The FENS model has several different instantiations, each associated with a different type of theoretical reader, defined by a collection of reading characteristics. The differences depend on the kinds of Facts, Explanations etc. that different readers are likely to be sensitive to in their reading. For instance a reader who is interested only in technical mathematical facts will `see’ a different book to one who is interested in big-picture ideas and historical origins. Our model indicates two results of interest: (i) different books have very different FENS even for the same reader, and (ii) different readers are likely to experience very different FENS for the same book.","PeriodicalId":362161,"journal":{"name":"Proceedings of The International Conference on Research in Teaching and Education","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128054879","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":"Rethinking thinking on assessment: reforming educational policy and classroom practices","authors":"T. Connolly","doi":"10.33422/rteconf.2019.06.336","DOIUrl":"https://doi.org/10.33422/rteconf.2019.06.336","url":null,"abstract":"Internationally, assessment has become central to both educational policy and practice and is deemed by educators and learners alike as playing a pivotal role in the learning and teaching cycle. Many definitions of assessment abound, and Huba and Freed (2000) broadly define it as the process of gathering and discussing information from multiple and diverse sources in order to develop a deep and vivid picture of students’ knowledge and understanding. In the context of Irish educational policy and practice, assessment has historically developed from summative assessment involving traditional rote approaches to learning to a more sophisticated approach utilising both formative and summative assessment, as will be introduced in all subjects for Junior Cycle secondary schools in September 2019. This paper will examine the historical nature of the development of assessment policy and practices in Ireland. This is timely in light of current reform across all subject areas at Junior Cycle level. Black and William (1998) identified the potentially sizable benefits to be made when formative assessment is used as evidence to adapt teaching to meet students’ needs and this paper will draw on literature and theory to argue the case for both summative and formative assessment as a key players in enhancing learning and teaching. Key: assessment for learning; assessment of learning; educational policy; educational reform; pedagogy;","PeriodicalId":362161,"journal":{"name":"Proceedings of The International Conference on Research in Teaching and Education","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124190473","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":"Large scale metrology training model for the Aeronautic Industry","authors":"Luís Rocha, Nuno Araújo, E. Savio, Michael Marxer, P. Bills","doi":"10.33422/rteconf.2019.06.337","DOIUrl":"https://doi.org/10.33422/rteconf.2019.06.337","url":null,"abstract":"Aircrafts requires advanced manufacturing systems, and include large parts. These manufacturing systems today are based on multiple suppliers located in different countries and continents, intensively using automation, data exchange, new manufacturing technologies. Several national and international initiatives (e.g. Industrie 4.0 in Germany) are oriented to support this effort and development. In the Aeronautic Industry they are an essential tool for the implementation of this concept in modern product engineering and process control; to operate, programme and manage the most advanced measuring systems, highly competent and skilled personnel is required. The present work is describing the framework of the international project “WINGS+ : Geometrical Quality Control and Large Scale Metrology in the Aeronautic Industry”, addressing the training needs of the Aeronautic industry, suggesting innovative training approaches with focus on the competent use of relevant measuring systems. Additional, is it is designed a proposal for a European reference framework of qualifications in Geometrical Quality Control and Large Metrology for Aeronautic Industry.","PeriodicalId":362161,"journal":{"name":"Proceedings of The International Conference on Research in Teaching and Education","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124763353","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":"Comparison of Different Test Termination Rules in Terms of Measurement Precision in Computerized Adaptive Testing","authors":"A. Uçar, Ebru Balta","doi":"10.33422/rteconf.2019.06.334","DOIUrl":"https://doi.org/10.33422/rteconf.2019.06.334","url":null,"abstract":"Computerized Adaptive Tests (CAT) are gaining much more attention than ever by the institutions especially the ones attracting students worldwide due to the nature of CAT not allowing the same items to be presented to different individuals taking the test. The aim of this study is to measure the effect of different termination rules on measurement precision and test length in computer adaptive testing. The research was implemented as a Monte Carlo simulation study. The data generation of the computerized adaptive test was carried out using “catR” package. In comparing termination rules, starting rules (b=0 and -1<b<1), ability estimation methods (Maksimum Likelihood Estimation, Bayesian Method and Expected a Posteriori), stopping rules (fixed length (15, 20), standard error (SE<.30, SE<.50). 25 replications was performed for each condition in the generated data. Different conditions are in place in each termination rule and a total of 48 conditions are compared. RMSE, bias and fidelity values were calculated for the measurement precision was obtained and compared for each of the CAT implemantation. Not a significant change was observed in the evaluation of the effect of the starting rules. The preference of Expected a Posteriori method for the ability estimation is observed to cause a drop in values for RMSE and bias values.","PeriodicalId":362161,"journal":{"name":"Proceedings of The International Conference on Research in Teaching and Education","volume":"144 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123314631","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":"Impact of training through long-term in-service programmes on teachers’ practices – The case of Oman","authors":"Amira Al Shabibi","doi":"10.33422/rteconf.2019.06.330","DOIUrl":"https://doi.org/10.33422/rteconf.2019.06.330","url":null,"abstract":"This large-scale research was conducted to measure the impact of training of long-term in-service programmes that last for between one, and two and a half years. The research aimed at identifying the changes that occurred in teachers' knowledge, skills, attitudes and values. It also aimed at determining the impact of trainees on teaching and learning process in schools, and their impact on the school community as a whole. This research was conducted in cooperation with the Finnish University of Turku to ensure research quality and commitment to internationally recognised scientific research methodologies. The research instruments varied between qualitative and quantitative. Several instruments were implemented including: classroom observation, interviews with school principals, surveys of school students and self-assessment surveys by trainees. One of the most important findings of the research in general was the positive impact of training at The Specialised Centre for Professional Training of Teachers. The positive impact appeared in improving the teaching practices among the trained teachers compared to those who did not undergo training in the Centre. The trainees were also more conducive to improving students' attitudes towards learning. The findings also revealed that female trainees are more involved in improving the quality of teaching and the most influential in their colleagues’ behaviour and their students' attitudes towards learning. The research recommended activating the research findings in evaluating the Centre's nine long-term programmes and using the results to contribute to these programmes' future developments.","PeriodicalId":362161,"journal":{"name":"Proceedings of The International Conference on Research in Teaching and Education","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133820042","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 ROLE OF INSTRUCTIONAL DESIGN IN MUSIC EDUCATION","authors":"Bahareh Behzadaval, M. Vahedi","doi":"10.33422/rteconf.2019.06.331","DOIUrl":"https://doi.org/10.33422/rteconf.2019.06.331","url":null,"abstract":"Music education is known as a unique field in educational science; however, powerful educational models are still less understood and needs to be improved. The main aim of this research is to study the output of Instructional Design (ID) in music education. The method used in this study is an analytical-documentary approach. For this purpose, the literature related to this field which published since 2000 has been studied from available search engines such as Google Scholar. Learning music encompasses a wide range of skills which should be mastered. Further, The attitude towards music education has changed in the past few years, as some of the music educational aspects have been noticed to be applicable in people lives beside the music artistic aspects. These various aspects could baffle the teachers and instructors in their educational attempts. literature search shows that in scientific research field has been less attention given to ID in music education. The term of ID formed and developed with progress in the field of educational psychology in the 20 century. There are various models exist in instructional design in accordance with teacher attitude and approaches. These paradigms can help teachers to determine and reach to the certain goals. In this article we studied how the main elements of the general model of instructional design ADDIE, including Analysis, Design, Development, Implementation and Evaluation, can guide music teachers to form and develop their teaching plans.","PeriodicalId":362161,"journal":{"name":"Proceedings of The International Conference on Research in Teaching and Education","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117015790","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":"Forma Brasil","authors":"Luis Carlos Afonso Júnior, Nelson Rannieri Tirone","doi":"10.33422/rteconf.2019.06.333","DOIUrl":"https://doi.org/10.33422/rteconf.2019.06.333","url":null,"abstract":"Evidence from the literature is clear regarding the health problems the world population face due to overweight and obesity. We firmly believe that prevention actions are the most effective and economically viable tools for solving health problems, and especially that such care should begin since early childhood, with the school as a key element in the construction of a prevention model. The objective of the study is to describe the production and development of a school health prevention program, applied in cycles that act in a systemic way, making it possible to act directly in the focus of the problem detected in overweight and obese students and family members. The program consists of regularly applying the three pillars of health: regular physical activity for students, considering their individual overall health condition; nutritional counseling for students and families; monitoring of indicators for early diagnosis. All methodology is designed to eliminate process inefficiencies so that the generated indicators enable managers to make strategic decisions with each new work cycle. We ran a pilot program at a school in the city of Uberaba, MG, Brazil. The results showed a reduction of body fat percentage in 100% of program participants. The average reduction was 4.23% of body fat within two and a half months of experience. Numerous other indicators have been measured and the results show clear evidence of how the program with high dissemination capacity presents itself as a promising tool for the promotion of health care.","PeriodicalId":362161,"journal":{"name":"Proceedings of The International Conference on Research in Teaching and Education","volume":"97 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123817109","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}