Advanced Education最新文献_第4页

DISTANCE LEARNING AS THE NEW REALITY IN TERTIARY EDUCATION: A CASE STUDY 作为高等教育新现实的远程学习:个案研究

IF 1.1

Advanced Education Pub Date : 2022-12-29 DOI: 10.20535/2410-8286.261705

Ilona Huszti, György Csatáry, Ilona Lechner

{"title":"DISTANCE LEARNING AS THE NEW REALITY IN TERTIARY EDUCATION: A CASE STUDY","authors":"Ilona Huszti, György Csatáry, Ilona Lechner","doi":"10.20535/2410-8286.261705","DOIUrl":"https://doi.org/10.20535/2410-8286.261705","url":null,"abstract":"The year 2020 was a horrible shock for both educators and students worldwide because of the COVID-19 disease. The whole educational process had to undergo cardinal changes in that it was forced to transition from face-to-face to online mode. Distance learning (DL) became the new reality in no time. This unusual situation prompted us to conduct research on what challenges it meant for tutors to cope with the new requirements. The main goal of our case study was to get insights into the altered daily routines of tutors and understand how the system functioned. Another objective of our survey was to provide a brief synthesis of distance learning, based on the academic literature. We have applied the qualitative research design, using a semi-structured interview as a research instrument for collecting data from the respondents. The research sample consisted of thirty-four college tutors teaching language and literature (English, German, Ukrainian, and Hungarian). The participants were requested to reply to eleven questions either online or face-to-face. The results proved how unexpected and difficult it was to move from the classroom to distance education. They emphasized how crucial digital literacy is for both instructors and students. One of the essential implications is that teachers must develop their digital skills in every possible way. The next stage of our research will be to investigate what impact DL has on teachers' and students' physical and psychological well-being.","PeriodicalId":43037,"journal":{"name":"Advanced Education","volume":"27 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2022-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80246973","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}

引用次数: 3

DOES EXPERIENCE MATTER? A COMPARATIVE STUDY OF EFL TEACHERS’ CHALLENGES 经验重要吗?英语教师面临的挑战比较研究

IF 1.1

Advanced Education Pub Date : 2022-12-29 DOI: 10.20535/2410-8286.255886

M. Levrints (Lőrincz), I. Greba

{"title":"DOES EXPERIENCE MATTER? A COMPARATIVE STUDY OF EFL TEACHERS’ CHALLENGES","authors":"M. Levrints (Lőrincz), I. Greba","doi":"10.20535/2410-8286.255886","DOIUrl":"https://doi.org/10.20535/2410-8286.255886","url":null,"abstract":"Even-though teaching experience has been identified as one of the main variables affecting student academic gains, teacher cognition, and practices, research focusing on the influence of experience on language teacher challenges is still rare. Hence, the study aims to analyse comparatively the challenges encountered by EFL teachers with varying lengths of teaching experience. Quantitative data were collected utilising a questionnaire involving 208 language teachers. The respondents self-reported being especially challenged by teaching speaking, learner motivation, teaching writing and listening, learner engagement, differentiating instruction, and providing effective learning. The overall challenge rate was moderate. Notably, a statistically significant difference in the perceptions of challenges was established between groups of teachers with varying lengths of teaching experience. As expected, novice teachers reported being more challenged than their most experienced counterparts. Contrary to popular belief, challenge estimates of a group of experienced teachers (10-15 years) were higher than that of less experienced teachers (1-5 years). The principal implication of the current study is that experienced language teachers also need assistance in dealing with professional challenges arising from the complexities of language teaching. To serve well, teacher development courses should be sensitive to language teacher needs and challenges, aligned with transformations they undergo as they move along the career stages","PeriodicalId":43037,"journal":{"name":"Advanced Education","volume":"195 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2022-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76952047","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}

引用次数: 0

MOTIVATION OF PRE-SERVICE ENGLISH TEACHERS TO LEARN ENGLISH AS A FOREIGN LANGUAGE IN CHALLENGING CIRCUMSTANCES 职前英语教师在挑战性环境下学习英语的动机

IF 1.1

Advanced Education Pub Date : 2022-12-29 DOI: 10.20535/2410-8286.261715

I. Zadorozhna, Olha Datskiv

{"title":"MOTIVATION OF PRE-SERVICE ENGLISH TEACHERS TO LEARN ENGLISH AS A FOREIGN LANGUAGE IN CHALLENGING CIRCUMSTANCES","authors":"I. Zadorozhna, Olha Datskiv","doi":"10.20535/2410-8286.261715","DOIUrl":"https://doi.org/10.20535/2410-8286.261715","url":null,"abstract":"The problem of motivation in foreign language learning has always been of great importance. Researchers agree on the non-static, dynamic nature of motivation, investigate the role of the motivational context, and recognize the fact that some aspects of motivation are not internal but are externally determined by the learner’s sociocultural environment. The study aims to investigate the prevalent type of motivation among pre-service English teachers in challenging circumstances. The analysis of motivation sources and ways to protect and maintain motivation to learn English as a foreign language in challenging circumstances constitutes the novelty of the study. 60 fourth-year students (57 females and 3 males) participated in the investigation. The questionnaire adapted from Gardner's Attitude/Motivation Test Battery (AMTB) has been used as a tool to collect quantitative data. The results reveal that the level of motivation is high with a prevalence of instrumental motivation. Qualitative data have been obtained from interviewing students. During the interviews, the students identified the sources of their motivation, critically evaluated their learning situation, and described their learning circumstances as challenging. The study suggests pedagogical implications in line with positive psychology recommendations and the latest research on the protection and maintenance of а motivation to learn English as a foreign language in challenging circumstances. The implications for teachers include developing motivational strategies, maintaining engagement, providing role models, using technology.","PeriodicalId":43037,"journal":{"name":"Advanced Education","volume":"21 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2022-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79696992","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}

引用次数: 1

HOW DO MEDICAL STUDENTS' CHRONOBIOLOGICAL TENDENCIES AND STUDY APPROACHES AFFECT ACADEMIC PERFORMANCE? 医学生的时间生物学倾向和学习方法如何影响学习成绩?

IF 1.1

Advanced Education Pub Date : 2022-12-29 DOI: 10.20535/2410-8286.256136

Z. Gamsızkan, Ipek Gonullu

{"title":"HOW DO MEDICAL STUDENTS' CHRONOBIOLOGICAL TENDENCIES AND STUDY APPROACHES AFFECT ACADEMIC PERFORMANCE?","authors":"Z. Gamsızkan, Ipek Gonullu","doi":"10.20535/2410-8286.256136","DOIUrl":"https://doi.org/10.20535/2410-8286.256136","url":null,"abstract":"Academic performance scores of medical students have been associated with many variables. Students' sociodemographic characteristics, study times and approaches may affect academic performance separately. Examining academic performance by considering all these variables together can improve medical education. The aim of this study is to determine whether there is a significant difference between the academic performance of medical faculty students in terms of study approaches, chronobiological patterns and socio-demographic features. In this cross-sectional study, data were collected from medical students. As data collection tools, Sociodemographic Data Form, The Revised Two Factor Study Process Questionnaire (R-SPQ2F) and Morning-Evening Questionnaire (MEQ) were used. A total of 163 sixth-year students (n=90) male and (n=73) female were included in the study. There was no significant difference between the gender of the students and their academic performance scores (p=0.880). Academic performance scores of morning type students were significantly higher than those of evening type students (p<0.05). There is a correlation of 0.521 in the same direction between the deep approach and the academic performance score, and this relationship is statistically significant (p<0.001). There is a negative correlation of 0.608 between the superficial approach and the academic performance score, and this relationship is statistically significant. While developing the program and curriculum in medical education, students’ sociodemographic characteristics study approaches and chronobiological patterns should be taken into consideration.","PeriodicalId":43037,"journal":{"name":"Advanced Education","volume":"57 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2022-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74201239","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}

引用次数: 0

DEVELOPMENT AND EVALUATION OF A PROFESSIONAL DEVELOPMENT PROGRAM ON DESIGNING PARTICIPATORY ACTION RESEARCH PROJECTS FOR BASIC EDUCATION TEACHERS 基础教育教师参与式行动研究计画专业发展计画之开发与评估

IF 1.1

Advanced Education Pub Date : 2022-12-29 DOI: 10.20535/2410-8286.266663

Hedeliza Pineda, Anne Lorca, Sylvester T. Cortes, Sunliegh Gador, Rowanne Marie Maxilom Mangompit, Frances Jay Pacaldo, Elven Lorca

{"title":"DEVELOPMENT AND EVALUATION OF A PROFESSIONAL DEVELOPMENT PROGRAM ON DESIGNING PARTICIPATORY ACTION RESEARCH PROJECTS FOR BASIC EDUCATION TEACHERS","authors":"Hedeliza Pineda, Anne Lorca, Sylvester T. Cortes, Sunliegh Gador, Rowanne Marie Maxilom Mangompit, Frances Jay Pacaldo, Elven Lorca","doi":"10.20535/2410-8286.266663","DOIUrl":"https://doi.org/10.20535/2410-8286.266663","url":null,"abstract":"Anchored on Evans’ professional development (PD) model, this study aimed to develop, implement, and evaluate a professional development program on designing participatory action research (PAR) projects for basic education teachers. The teachers are from Junior and Senior High School teaching English, Mathematics, and Science. The PD program consisted of ten in-person training sessions and virtual consultations which happened in between training on AR problem conceptualization and methodology for a 14-week period. Using the mixed-methods sequential explanatory (QUAN à qual) design, the study started with a professional needs assessment participated by 18 teachers from a secondary school as a basis for the planned PD program. The teachers underwent training sessions to develop a group or participatory AR proposal as evidence of their professional growth and program outcome. At the end of the program, the English, Mathematics, and Science teachers, respectively, developed and presented their AR proposals on the (a) design and evaluation of a gamified-based instruction towards improving vocabulary skill, (b) video-based instruction in teaching basic concepts of probability, and (c) investigating the effect of contextualized learning materials in developing students’ conceptual understanding of atoms. The post-assessment results, supported by interviews, revealed that the teachers displayed behavioural, attitudinal, and intellectual developments in AR. Based on the Department of Education’s criteria for evaluating PAR proposals, all three proposals were rated acceptable for implementation by a panel of evaluators. In conclusion, the PD design and evaluation framework were important factors that enabled the participating teachers to transform their AR competencies toward developing PAR proposals for improving teaching and research in their schools.","PeriodicalId":43037,"journal":{"name":"Advanced Education","volume":"74 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2022-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82715799","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}

引用次数: 0

ANALYTICAL READING FOR STUDENTS-PHILOLOGISTS IN THE ENGLISH CLASS 学生的分析性阅读——英语课堂上的语言学家

IF 1.1

Advanced Education Pub Date : 2022-08-01 DOI: 10.20535/2410-8286.259803

Olga Verhovtsova, O. Ishchenko, Dilşah Kalay, Y. Tikan

{"title":"ANALYTICAL READING FOR STUDENTS-PHILOLOGISTS IN THE ENGLISH CLASS","authors":"Olga Verhovtsova, O. Ishchenko, Dilşah Kalay, Y. Tikan","doi":"10.20535/2410-8286.259803","DOIUrl":"https://doi.org/10.20535/2410-8286.259803","url":null,"abstract":" \u0000The study aims to investigate the higher education students’ and teachers’ perception of using literary text in the foreign language course; to evaluate learners’ progress in the foreign language communicative competence throughout the experiment period; to outline the policies and strategies of using analytical reading in the English class, which lead to increasing motivation to learn foreign languages with a focus on literature. The study involves 85 Bachelor’s degree students and 35 teachers from linguistics and translation departments of three universities: Igor Sikorsky Kyiv Polytechnic Institute, National Aviation University, Kütahya Dumlupinar University during the spring term in the school year 2021/2022. The students from these universities were using analytical reading in foreign language learning during this term. The quantitative research method allowed us to assess the students’ progress in the development of their foreign language analytical reading skills, that included the understanding of the culture of foreign language, literary and aesthetic skills, vocabulary and foreign language skills, critical thinking and problem solving, inferential and interpretational skills. The qualitative research method was used to interpret the data of the experiment. Three questionnaires were employed as an instrument to assess teachers’ and learners’ perceptions of using literary texts in foreign language teaching/learning; to monitor the development of student’s skills in analytical reading. The students-philologists involved in the research increased their motivation to learn English as a foreign language through literary texts and showed progress in the development of analytical reading skills up to 16%. The results obtained can be implemented into the practice of foreign language teaching as literary texts enriched the language input in the classroom and stimulated language acquisition, and analytical reading involved students-philologists emotionally challenging their imagination and creativity.","PeriodicalId":43037,"journal":{"name":"Advanced Education","volume":"71 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76407564","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}

引用次数: 2

INDIVIDUAL AND GROUP AUTONOMY IN DIFFERENTIATED ESP INSTRUCTION OF INFORMATION TECHNOLOGY STUDENTS 信息技术专业学生差异化esp教学中的个体与群体自主性

IF 1.1

Advanced Education Pub Date : 2022-08-01 DOI: 10.20535/2410-8286.258135

O. Synekop

{"title":"INDIVIDUAL AND GROUP AUTONOMY IN DIFFERENTIATED ESP INSTRUCTION OF INFORMATION TECHNOLOGY STUDENTS","authors":"O. Synekop","doi":"10.20535/2410-8286.258135","DOIUrl":"https://doi.org/10.20535/2410-8286.258135","url":null,"abstract":"This study was aimed to check the effectiveness of links between individual and group autonomy of information technology (IT) students who studied ESP at university with the use of differentiated tasks. The mixed type of research was used. The study was held in 2020-2021 academic year and involved 40 IT students of the Physics and Technology Department of National Technical University of Ukraine “Igor Sikorsky Kyiv Polytechnic Institute”. For the purpose of the study we used a three-degree individual autonomy model involving the partial autonomy, semi-autonomy and conditionally full autonomy degrees, and a two-degree group autonomy including the minimum and relatively maximum degrees. Both models were based on the criteria of motivation; goal, content and procedure; control and reflection. The significantly and insignificantly effective links between individual and group autonomy of IT students in differentiated ESP instruction were identified. The relatively maximum degree of group autonomy combined with individual semi-autonomy of IT students, as well as the relatively maximum degree of group autonomy combined with conditionally full individual autonomy of IT students were found significantly effective. In contrast, the combinations of the minimum degree of group autonomy with partial individual autonomy of IT students, as well as the minimum degree of group autonomy with conditionally full individual autonomy of IT students were found insignificantly effective. It was concluded that the promotion of the individual and group autonomy in differentiated ESP instruction should be based on individual characteristics of students.","PeriodicalId":43037,"journal":{"name":"Advanced Education","volume":"1 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90102558","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}

引用次数: 0

INTEGRATION OF INTERNET MEMES WHEN TEACHING PHILOLOGICAL DISCIPLINES IN HIGHER EDUCATION INSTITUTIONS 网络模因在高校语文学科教学中的整合

IF 1.1

Advanced Education Pub Date : 2022-08-01 DOI: 10.20535/2410-8286.235947

A. Kyrpa, O. Stepanenko, V. Zinchenko, H. Udovichenko, L. Dmytruk

{"title":"INTEGRATION OF INTERNET MEMES WHEN TEACHING PHILOLOGICAL DISCIPLINES IN HIGHER EDUCATION INSTITUTIONS","authors":"A. Kyrpa, O. Stepanenko, V. Zinchenko, H. Udovichenko, L. Dmytruk","doi":"10.20535/2410-8286.235947","DOIUrl":"https://doi.org/10.20535/2410-8286.235947","url":null,"abstract":"A rapid increase of available information affects students’ perception of any message and formation of priorities; the period of concentration on one subject is reduced; students prefer concise vivid visual images. Internet memes become a part of students’ daily communication and broadcast today’s cultural and information realities. The aim of the study was to evaluate the effectiveness of Internet memes integration while mastering philological disciplines (for example, English) by Ukrainian students. The authors experimented to check the methodology proposed within one program unit. We conducted the experiment in the 2020-2021 academic year and involved 68 students and 5 teachers of Dnipro Academy of Continuing Education, Donetsk State University of Internal Affairs and Mykhailo Tuhan-Baranovskyi Donetsk National University of Economics and Trade. The authors conducted pre- and post-experimental surveys and informal interviews to compare academic achievements and provided a system of tasks integrating memes. Implementing the experiment, we clarified the dominant way of students’ perception and processing of information and revealed the expediency of integrating memes into teaching English. The authors determined the dynamics of the levels of students’ motivation to learn English through Internet memes integration and established quantitative values of the levels using the method of mathematical statistics. The conclusions emphasize the need to improve teachers’ pedagogical skills, developed critical and creative thinking to integrate memes into educational activities. The authors stress the relevance of the further detailed study of the educational potential of memes in teaching not only philological disciplines but also other subjects of the curriculum.","PeriodicalId":43037,"journal":{"name":"Advanced Education","volume":"43 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86309697","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}

引用次数: 1

NEW TECHNOLOGIES AND THEIR IMPACT ON FOREIGN LANGUAGE TEACHER PROFESSIONAL BURNOUT 新技术及其对外语教师职业倦怠的影响

IF 1.1

Advanced Education Pub Date : 2022-08-01 DOI: 10.20535/2410-8286.251587

L. Morska, K. Polok, M. Bukowska, Iryna Ladanivska

{"title":"NEW TECHNOLOGIES AND THEIR IMPACT ON FOREIGN LANGUAGE TEACHER PROFESSIONAL BURNOUT","authors":"L. Morska, K. Polok, M. Bukowska, Iryna Ladanivska","doi":"10.20535/2410-8286.251587","DOIUrl":"https://doi.org/10.20535/2410-8286.251587","url":null,"abstract":"Because of the dynamic and rapid development of digital technologies, teachers are facing more than ever challenging issues related to coping with educational innovations. This situation has become ultimately evident under COVID-19 quarantine and the necessity to work remotely. Such requirements induce extra pressure on teachers, which causes excessive stress, often leading to emotional and professional burnout. In our paper, we aim to focus on the types of impact (positive or negative) of digital technologies in relation to foreign language teachers’ age and experience and the level of professional burnout. Specific emphasis is put on the study of coronavirus-related remote learning mode circumstances. To reach the research goal, a mixed method was used, engaging 140 English language teachers from 18 Polish schools, Silesia region, with a questionnaire and a semi-structured interview as the tools used in the quantitative and qualitative stages of the study. The research findings show that even though teachers are ready to integrate technologies in the classroom, they are vulnerable to technical problems which often occur during the lessons, causing the feeling of disappointment, frustration, anxiety, and lowering the efficiency of teachers’ professional performance. The implications of the study suggest that the professional support for teachers in technology use, better working conditions, and equipping language classrooms with good quality digital devices should serve as the best remedy against teacher burnout.\u0000 ","PeriodicalId":43037,"journal":{"name":"Advanced Education","volume":"3 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78976246","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}

引用次数: 1

AUTOMATIC CLASSIFICATION OF EFL LEARNERS’ SELF-REPORTED TEXT DOCUMENTS ALONG AN AFFECTIVE CONTINUUM 英语学习者自述文本文本情感连续体的自动分类

IF 1.1

Advanced Education Pub Date : 2022-08-01 DOI: 10.20535/2410-8286.248091

Derya Uysal, A. Uysal

{"title":"AUTOMATIC CLASSIFICATION OF EFL LEARNERS’ SELF-REPORTED TEXT DOCUMENTS ALONG AN AFFECTIVE CONTINUUM","authors":"Derya Uysal, A. Uysal","doi":"10.20535/2410-8286.248091","DOIUrl":"https://doi.org/10.20535/2410-8286.248091","url":null,"abstract":"This study aims to place EFL learners along an affective continuum via machine learning methods and present a new dataset about affective characteristics of EFL learners. In line with the purposes, written self-reports of 475 students from 5 different faculties in 3 universities in Turkey were collected and manually assigned by the researchers to one of the labels (positive, negative, or neutral). As a result, two combinations of the same dataset (AC-2 and AC-3) including different numbers of classes were used for the assessment of automatic classification approaches. Results revealed that automatic classification confirmed the manual classification to a great extent and machine learning methods could be used to classify EFL students along an affective continuum according to their affective characteristics. Maximum accuracy rate of automatic classification is 90.06% on AC-2 dataset including two classes. Similarly, on AC-3 dataset including three classes, maximum accuracy rate of classification is 71.79%. Last, the top-10 features/words obtained by feature selection methods are highly discriminative in terms of assessing student feelings for EFL learning. It could be stated that there is not an existing study in which feature selection methods and classifiers are used in the literature to automatically classify EFL learners’ feelings.","PeriodicalId":43037,"journal":{"name":"Advanced Education","volume":"21 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84290460","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}

引用次数: 0