Higher Education & Research - Page 2

Master Students’ Perceptions of Blended Learning in the Process of Studying English during COVID 19 Pandemic in Ukraine

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369 views

Vita Bezliudna1, Iryna Shcherban2, Olena Kolomiyets3, Volodymyr Mykolaiko4, & Roman Bezliudnyi5

1Pavlo Tychyna Uman State Pedagogical University, Ukraine. Email: v.bezludna@udpu.edu.ua.

ORCID 0000-0002-4333-9026.

2Pavlo Tychyna Uman State Pedagogical University, Ukraine. Email: i.shcherban@udpu.edu.ua. ORCID 0000-0002-9918-7711.

3Pavlo Tychyna Uman State Pedagogical University, Ukraine. Email: kolmiyets@udpu.edu.ua.

ORCID 0000-0003-4169-7089

4Pavlo Tychyna Uman State Pedagogical University, Ukraine. Email: v.mykolaiko@udpu.edu.ua.

ORCID 0000-0002-0515-1241

5Pavlo Tychyna Uman State Pedagogical University, Ukraine. Email: r.o.bezliudnyi@udpu.edu.ua.

ORCID 0000-0002-5687-2794

Volume 13, Number 4, 2021 I Full-Text PDF

DOI: 10.21659/rupkatha.v13n4.54 

Abstract

The academic year 2020/2021 in higher education institutions in Ukraine began under the conditions of deteriorating epidemiological situation caused by the spread of Covid-19 pandemic. Students’ training was recommended to be carried out in the form of distance learning or blended learning. This research aims to analyse Master students’ perceptions of blended learning in the process of studying English in higher education institutions. The study presents the integrated course “Foreign Language for Specific Purposes (English)” developed for Master students of Pavlo Tychyna Uman State Pedagogical University. The experiment involves 84 respondents. The empirical basis of the study is the results obtained during three-months’ work with master students. Theoretical, empirical and statistical methods are used to conduct the study. The study investigates benefits and challenges of blended learning in studying English by Master students. The results of the questionnaire indicate the quality of teaching the course “Foreign Language for Specific Purposes (English)” as moderately positive and point out blended learning as an essential streamlined approach for creating effective learning experiences. The obtained results confirm the favourable Master students’ perceptions of blended learning in studying English during Covid-19 pandemic. Based on the findings of the study, which indicate benefits and challenges of blended learning in studying English, the authors give recommendations to improve the course “Foreign Language for Specific Purposes (English)”.

Keywords:  Master Students, Blended Learning, English, Higher Education Institution

The Impact of COVID Pandemic Consequences on Public Demand for Competence Formation in Humanitarian Education

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225 views

Yuri Vsevolodovich Maslov1, Iryna Sergiivna Pypenko2, Yuriy Borysovych Melnyk3

1 PhD, Associate Professor, Belarusian State Economic University, Belarus; maslove@tut.by; https://orcid.org/0000-0002-5715-6546.

2 PhD, Associate Professor, Simon Kuznets Kharkiv National University of Economics; Scientific Research Institute KRPOCH, Ukraine; iryna.pypenko@hneu.net; https://orcid.org/0000-0001-5083-540X

3 PhD, Associate Professor, Scientific Research Institute KRPOCH; Kharkiv Regional Public Organization “Culture of Health”, Ukraine; y.b.melnyk@gmail.com; https://orcid.org/0000-0002-8527-4638

Volume 13, Number 4, 2021 I Full-Text PDF

DOI: 10.21659/rupkatha.v13n4.26

Abstract

The COVID pandemic has affected all human activity, most of all education. Lockdowns obliterated traditional teaching. Student attitudes towards educational format and content have also changed. The aim of this paper is to evaluate the impact of the pandemic consequences on public demand for competence formation in humanitarian education. Gathered through systemic written surveys (Project Tuning methodology) and interviewing the respondents (173 faculty and 322 students), participants to CIES-2020 and PPPMSF-2021 international conferences, the data were systematized, rated and analyzed using the methods of statistical analysis. Consequently, actual public demand for student competences was formulated. Top five choices by the faculty include: 1) ability to adapt to and act in new situation; 2) commitment to safety; 3) ability to search for, process and analyze information; 4) skills in the use of information and communications technologies; 5) ability to evaluate and maintain the quality of work. The student choices differ from faculty prioritizing the abilities: 1) to work autonomously; 2) to design and manage projects; 3) to adapt to and act in new situation; 4) to apply knowledge in practical situations; 5) to work in an international context. The results have shown a statistically significant difference between the public demand prior to the pandemic and after the introduction of social distancing measures. Views of faculty and students on the importance of particular competences have remained divergent, and the specific priorities are changing. One noticeable trend is prioritizing the ability to adapt to new situations by both faculty and students.

Keywords: Humanitarian Education, Faculty and Students, Competences’ Rating, Social Distancing

Indian English is also Creole: Incorporating Regional Bias in Research Pedagogy

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630 views

Tirtha Prasad Mukhopadhyay

Professor, Department of Art and Enterprise, University of Guanajuato, Campus Irapuato-Salamanca, Mexico., Mexico. Email: chiefeditor@rupkatha.com

 Volume 13, Number 3, 2021 I Full Text PDF

DOI: 10.21659/rupkatha.v13n3.16

PlumX Metrics

Abstract:

Research pedagogy in India should readjust itself to accommodate claims of regional autonomy in arts and letters. Different ways of reconstructing a pedagogy of research are recommended. Reflexive Humanism ensures adequate assessment and evaluation of cultural, literary, and aesthetic achievements of diverse populations. The Indian English corpus is redefined as a creolized Indian language with lexical and semantic factors borrowed from English. The consciousness of pro-national subjectivism is also considered an essential constituent of Indian English literature. Lines of research are suggested for aspiring scholars in the Indian academy. The author emphasizes a dynamic and sensitive adaptation of research methodology which respects and reintegrates itself with the evolution of globally aware, contemporary society in India.

 Keywords: Anglophone, Creolization, Indian English, Research Pedagogy

 

Research Approaches «Memory Studies» In the Study of Reverse Socio-Cultural Processes in Modern Russian Society

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168 views

Tatiana V. Pushkareva1 & Darya V. Agaltsova2

1Candidate of Philosophy, Associate Professor of the Department of Visual communication Synergy University, Moscow, Russia. E-mail:  ap-bib@yandex.ru

2Candidate of Pedagogy, Associate Professor of English Language Training and Professional Communication Department, Financial University under the Government of the Russian Federation, Moscow, Russia. E-mail: darya_agaltsova@mail.ru

 Volume 12, Number 5, 2020 I Full Text PDF

DOI: 10.21659/rupkatha.v12n5.rioc1s29n3

Abstract

Reverse processes in the public socio-cultural life of modern Russia are associated with the revival of a number of contradictory past values: the Soviet society ideals (the social experiment of building socialism ended twenty years ago, and before that it lasted more than 70 years); religious Orthodox revival (focused on the values of pre-revolutionary Russia before 1917); the development of traditional folk culture (transferring the value horizon into pre-Christian Slavic culture). The purpose of the article is to show how historical memory “lives” in the collective consciousness of modern Russians, how the archaization processes of historical memory and memorial practices are implemented at various social levels – from individual families (family memory), lower social cells (the level of municipalities, local clubs, schools), to federal school textbooks and national holidays. And turning to the analysis of Russian reality through the approaches of “memory studies” can have serious heuristic potential.

Keywords: cultural memory, historical memory, archaic, tradition, Soviet past, Russia.

Problems and Challenges Faced by EFL Students of Saudi Arabia during COVID-19 Pandemic

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490 views

Tawhida Akhter

Assistant Professor, Department of English, College of Sciences and Languages Sajjir, Shaqra University, Kingdom of Saudi Arabia, Email: tawhida@su.edu.sa, ORCID ID: 0000-0003-4149-4855

  Volume 12, Number 5, 2020 I Full Text PDF

DOI: 10.21659/rupkatha.v12n5.rioc1s23n5

Abstract

The teaching of English as a Foreign Language (EFL) is very interesting but at the same time is considered difficult particularly for those students who have read most of the subjects of their courses in their mother tongue.  The four skills viz, Listening, Speaking, Reading and Writing are necessary for learning a foreign language and an imbalance in any skill can hamper the whole process. All the skills are important but during present pandemic situation listening skill is considered as a problematic skill particularly in a foreign language context where practice opportunities are limited because of the world pandemic COVID-19 that hampered all our teaching and learning process. This study aimed to explore the problems and challenges faced by EFL students because of the limited resources. An online survey method was followed to collect data from a group of Saudi EFL students (n = 100) using the Listening Comprehension Processing Problems Questionnaire. The results indicated that these students experienced moderate to high levels of difficulty in all the skills particularly in ‘Listening’ because of limited resources. The findings are expected to have useful implications for teachers who intend to address these problems of EFL learners. Analysis of the findings revealed that most of the students encountered problems in listening most of the times during online classes sometimes because of physical and sometimes other barriers. Discussion and implications of these findings are presented.

 Keywords:  EFL language learning, listening, speaking, reading, writing, COVID-19, online teaching problems.

Integrating ICT in English Language Teaching in Bangladesh: Teachers’ Perceptions and Challenges

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463 views

Nafis Mahmud Khan1,2 & Khushboo Kuddus2

1Division of Research, Daffodil International University, Dhaka, Bangladesh. Email: nafismahmud53@gmail.com

2School of Humanities (English), KIIT Deemed to be University, Bhubaneswar, Odisha, India. ORCID id: 0000-0001-8934-8924. Email: khushboo3133@gmail.com

  Volume 12, Number 5, 2020 I Full Text PDF

DOI: 10.21659/rupkatha.v12n5.rioc1s23n1

Abstract

The integration of Information and Communication Technology (ICT) in Education especially, in English Language Teaching (ELT) in secondary schools of Bangladesh has been existing for a decade now. However, the status of actual implementation is quite different from the adoption and initiatives taken to integrate ICT in ELT. Therefore, the study aims to investigate the secondary level English language teachers’ attitude towards integration of ICT in Communicative Language Teaching (CLT) and the factors inhibiting the use of it. Further, the paper attempts to examine the challenges faced by the secondary level English teachers of Bangladesh in using ICT in language teaching effectively. In an attempt to examine the attitude of teachers in using ICT in ELT, a quantitative research is designed with a close ended questionnaire to collect the data from a sample of 100 secondary English language teachers of various schools of Bangladesh. The data of the responses is quantified and is analyzed by SPSS 20 program. The obtained data from the questionnaire is examined in order to investigate the perceptions of the secondary level English language teachers towards ICT integrated language teaching and the challenges of the implementation of ICT in ELT. In conclusion, the outcome of the research would provide significant information about the attitude of the teachers towards ICT integration in ELT and the challenges faced by them and hence, the study would help the policy makers and the teachers to enhance the effectiveness of using ICT in ELT.

Keywords: Information and Communications Technology (ICT), Communicative Language Teaching, Challenges, Perceptions, English Language Teaching (ELT).

Effect of Visuo-Motor Behavior Rehearsal on enhancing Mental Toughness of Soccer Players

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168 views

Sorokhaibam Premananda Singh1 & Sanjib Kumar Bhowmik2

Assistant Professor, National Sports University (A Central University), Ministry of Youth Affairs & Sports, Govt. of India, jonaprem@gmail.com

Assistant Professor, Department of Physical Education, Tripura University (A Central University), Suryamaninagar, 799022, Tripura, India.

   Volume 12, Number 5, 2020 I Full Text PDF

DOI: 10.21659/rupkatha.v12n5.rioc1s19n3

 Abstract

The present study aimed to evaluate the effect of six weeks of Visuomotor Behavior Rehearsal on Enhancing Mental Toughness of Soccer Players. For the purpose of study forty (n=40) soccer players in the age groups of 17 to 21 years belong to Th. Birchandra Singh Football Academy (TBSFA), Imphal West, Manipur were selected. Subjects were divided into Treatment and controlled group (20 players in each group). The data was collected through the administration of the Psychological Performance Inventory (PPI) by James E. Loehr (1996) containing 42 items. To find out the significant effect of the Psychological Skills Training Program on Selected Psychological Variables of Soccer Players, MANOVA for psychological variables was used and the level of significance was set at 0.05. The findings of the study revealed that there was a significant effect of soccer players on those who underwent the PST program as compared to the players in the controlled group.

Keywords: Visuo Motor Behavioural Rehearsal, Mental Toughness, self-confidence, negative energy control, attention control, Visual & imagery control, motivational level, positive energy control and attitude control.

CoVID-19 Pandemic as a Factor Revolutionizing the Industry of Higher Education

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273 views

Yuriy Borysovych Melnyk1, Iryna Sergiivna Pypenko2, Yuri Vsevolodovich Maslov3

1 PhD, Professor, National Academy of the National Guard of Ukraine, Ukraine; y.b.melnyk@gmail.com; https://orcid.org/0000-0002-8527-4638

2 PhD, Associate Professor, Simon Kuznets Kharkiv National University of Economics, Ukraine; iryna.pypenko@hneu.net; https://orcid.org/0000-0001-5083-540X

3 PhD, Associate Professor, Belarusian State Economic University, Belarus; maslove@tut.by; https://orcid.org/0000-0002-5715-6546

   Volume 12, Number 5, 2020 I Full Text PDF

DOI: 10.21659/rupkatha.v12n5.rioc1s19n2

 Abstract

Due to the CoVID-19 pandemic, the world has changed dramatically, and it will never be the same. Under the circumstances, a new type of specialist is in demand that possesses competency in information technologies and communication means, as well as in health culture. The problem of corporate health culture is becoming a serious issue in scientific discourse. The present paper deals with the results of the study aimed at the assessment of the higher education systems’ preparedness for an emergency such as the CoVID-19 pandemic that affects the health of the participants in the educational process. The results were obtained through expert evaluations. The paper contains the analysis of the anonymous questionnaire answers obtained from the participants of the International Academic Conference “Psychological and Pedagogical Problems of Modern Specialist Formation” held online in June 2020 (Zoom Video Communications platform). The conference hosted over 200 researchers and practitioners in the field of education, psychology, and medicine representing 78 institutions from 20 countries located on five continents. The conference framework included a roundtable discussion accompanied by a questionnaire related to the organizational problems university education faced during the CoVID-19 pandemic. The analysis of the answers and expert opinions was conducted using the Pearson method ?2, which produced statistically relevant results. The analysis revealed marked differences in the attitudes of faculty (including gender differences) to the pandemic in terms of the organization of teaching at universities, the effect of social distancing measures on health (both physical and mental), and the value systems.

Keywords: University, Education, Culture, Health, CoVID-19

Incorporation of “Human Values” in all Higher Education Curricula (Technical & Non-Technical) – An inevitable action to eradicate discriminations

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172 views

G. S. Suresh1 & C. GangaLakshmi2

Assistant Professor, Department of English, Mepco Schlenk Engineering College, Sivakasi, Tamilnadu. E-mail: suresh7english@gmail.com ORCID id: 0000-0002-5744-3633

Senior Assistant Professor, Department of English, Mepco Schlenk Engineering College, Sivakasi, Tamilnadu. E-mail: gangalakshmi.c@gmail.com, ORCID id: 0000-0003-0268-6555

   Volume 12, Number 5, 2020 I Full Text PDF

DOI: 10.21659/rupkatha.v12n5.rioc1s19n1

Abstract

This paper argues that the current education system needs a rational and radical change from the objective of materialistic education to humanistic education. Hence, incorporation of human values education (AICTE, 2017) in the modern education system particularly in higher education including both technical and non-technical streams becomes the fulcrum point of this paper. A critical analysis on the Gen Z learners’ aversive mindset towards the current learning routines and education system is presented for discussion. As a remedial approach, a bunch of refreshing rough and ready but pragmatic learning strategies are advocated to nurture them both with human values and employability skills. Even in the scientific/digital era, it is noted with big concern that this civilized nation irrationally exercises discrimination and disparity across the globe. As a remedial action, the teaching fraternity should impart human values education without any compromises because the creation of a better world is only in the hands of rational teachers and compassionate Gen Z students. Finally, this paper places the following question for the perusal of the whole academia, “Which is essential to prepare the Gen Z to stand against all types of discrimination and live a harmonious life: a balanced curriculum inclusive of human values/moral values and competitive skills or a restricted curriculum imparting only technical knowledge and competitive skills excluding human values/moral values?”.

Keywords: human values education, Gen Z learners’ mindset, pros and cons of exams and grades, human values, discrimination and disparity, rational teachers, compassionate learners.

Review Article: English Studies in India: Contemporary and Evolving Paradigms (2019)

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341 views

Edited by Banibrata Mahanta and Rajesh Babu Sharma

Publisher: Springer (Singapore, 2019). ISBN 978-981-13-1524—4

Reviewed by

Himadri Lahiri

Professor, Department of English, Netaji Subhas Open University, West Bengal, India. Email: hlahiri@gmail.com

 Volume 12, Number 4, July-September, 2020 I Full Text PDF

DOI: 10.21659/rupkatha.v12n4.22

In the context of the changing times and gradual evolution of what we know now as ‘New Humanities’, it is time for us to re-evaluate the role of English studies. As the hangover of colonial ideological control and the reigns of ‘universal truths’ waned and as new generations of students, teachers and academic administrators took control of the discipline, English studies began to face new ideological and pedagogical challenges. Moreover, the perception that the study of Humanities does not have much utilitarian values and hence government funds should be diverted to the study of science and technology has put English studies in a precarious condition. At a time when the academic fraternity is wrestling with discursive questions on textual-methodological orientations, pedagogical experimentations and innovative teaching-learning designs in order to sail through the adversity, the publication of the book under review is a welcome event…Full Text PDF>>

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