Pronunciation Problems Encountered by EFL Learners: An Empirical Study

Arabs often mispronounce many sounds of English due to a lack of exposure to English as a foreign language. This research article focuses on pronunciation problems encountered by Arab undergraduate EFL learners. It uses questionnaires, recorded speech samples, and pronunciation tests as part of its methodology to analyze learners’ performance orally through repetition drills to help participants articulate the sounds of English through Blackboard Collaborate Ultra Learning Management System. This research emphasizes the main question on the common problems encountered by EFL undergraduates with pronunciation skills. The study aims to train the students with pronunciation tests and phonemic inventory by repetition and imitation to overcome pronunciation miscues and fossilized miscues to enhance their pronunciation. This study is significant because it proposes feasible pedagogical techniques for imparting English sounds and initiating the learners to produce and acquire sounds more accurately, which will help Arab undergraduate EFL learners with their pronunciation problems. To achieve this goal, it proposes feasible pedagogical techniques to impart sounds of English and initiate the learners to produce and acquire sounds more accurately. One of the main findings of this research revealed that our EFL undergraduates have improved in their pronunciation through constant motivation and willingness to participate in the designed tests through Blackboard. Recommendations for further research would be on phonological awareness as an aid in learning EFL

Developing Essay Writing Skills in Elementary School

The article reveals approaches to solving the urgent problem of modern education - the formation of communicative activity in junior schoolchildren. The most important role in this is assigned to a well-developed speech, the formation of which is successfully taking place in the process of teaching primary schoolchildren to write essays. The article presents interesting pedagogical techniques that contribute to the formation of the skills of productive statements in writing in younger schoolchildren: to draw up an essay plan, develop a creative idea, adhering to the logic of the narrative, and also improve the expressive, grammatical and stylistic aspects of speech.

Pronunciation Problems Encountered by EFL Learners: An Empirical Study

Arabs often mispronounce many sounds of English due to a lack of exposure to English as a foreign language. This research article focuses on pronunciation problems encountered by Arab undergraduate EFL learners. It uses questionnaires, recorded speech samples, and pronunciation tests as part of its methodology to analyze learners’ performance orally through repetition drills to help participants articulate the sounds of English through Blackboard Collaborate Ultra Learning Management System. This research emphasizes the main question on the common problems encountered by EFL undergraduates with pronunciation skills. The study aims to train the students with pronunciation tests and phonemic inventory by repetition and imitation to overcome pronunciation miscues and fossilized miscues to enhance their pronunciation. This study is significant because it proposes feasible pedagogical techniques for imparting English sounds and initiating the learners to produce and acquire sounds more accurately, which will help Arab undergraduate EFL learners with their pronunciation problems. To achieve this goal, it proposes feasible pedagogical techniques to impart sounds of English and initiate the learners to produce and acquire sounds more accurately. One of the main findings of this research revealed that our EFL undergraduates have improved in their pronunciation through constant motivation and willingness to participate in the designed tests through Blackboard. Recommendations for further research would be on phonological awareness as an aid in learning EFL.

Pedagogical conditions for using an interactive notebook as a means of developing the cognitive interest of younger schoolchildren in learning the Russian language

В статье представлен анализ результатов использования и применения интерактивной тетради как средства развития познавательного интереса младших школьников к изучению русского языка. Установлено, что успешное развитие познавательного интереса к изучению русского языка у детей младшего школьного возраста может быть обеспечено за счет реализации ряда педагогических условий. При использовании интерактивной тетради на уроках русского языка создавались ситуации успеха для каждого ребенка с учетом его особенностей познавательной сферы и учебных возможностей, применялся дифференцированный подход к содержанию учебных заданий, к применяемым педагогическим методам, дидактическим играм и характеру помощи учителя. В рамках данной статьи представлен анализ результатов исследования, где показано, что использование новых педагогических приемов и создание ситуаций успеха на занятиях позволили изменить эмоциональное и ценностное отношение к русскому языку. Диагностика мотивационно-ценностного, действенно-практического и эмоционально-волевого компонентов выявила наличие интереса детей к самостоятельному изучению дополнительных источников по русскому языку, обучающиеся стали выбирать задания частично-поискового или поискового характера. В ходе реализации совокупности педагогических условий были выявлены факторы, негативно влияющие на развитие познавательного интереса обучающихся к русскому языку. The article presents an analysis of the results of the use and application of an interactive notebook as a means of developing the cognitive interest of younger schoolchildren in learning the Russian language. It is established that the successful development of cognitive interest in learning the Russian language in children of primary school age can be ensured through the implementation of a number of pedagogical conditions. When using an interactive notebook in Russian language lessons, success situations were created for each child, taking into account his cognitive sphere and educational opportunities, a differentiated approach was applied to the content of educational tasks, to the pedagogical methods used, didactic games and the nature of the teacher's help. This article presents an analysis of the results of the study, which shows that the use of new pedagogical techniques and the creation of success situations in the classroom allowed us to change the emotional and value attitude to the Russian language. Diagnostics of motivational-value, effective-practical and emotional-volitional components revealed the presence of children's interest in independent study of additional sources in the Russian language, students began to choose tasks of a partially search or search nature. During the implementation of the set of pedagogical conditions, factors that negatively affect the development of students' cognitive interest in the Russian language were identified.

PROTOCOL: Mixed-methods systematic review to determine the effectiveness of museums using virtual field trips for STEM education

Due to the COVID19 pandemic, many formal and informal educational institutions, such as schools and museums, have closed or else been forced to alter their pedagogical techniques. To keep students actively engaged in specific topics, museums are incorporating virtual field trips (VFTs) for schools to utilize. The goal of this review is to determine what impact VFTs have on school-aged audiences, to recognize the factors that contribute to successful VFTs, and to evaluate evidence that VFTs can assist all communities and schools that do not have access to informal education. This protocol articulates the methodological steps the researchers use.

PEDAGOGICAL CONDITIONS FOR THE DEVELOPMENT OF CRITICAL THINKING IN MODERN SCHOOLCHILDREN IN THE PROCESS OF STUDYING MATHEMATICS

Рассматривается вопрос педагогических условий развития критического мышления у современных школьников в процессе изучения математики. Представлены результаты изучения подходов к определению сущности понятия «педагогические условия», что позволило определить педагогические условия как совокупность объективных возможностей, содержания, форм, методов, педагогических приемов, характера взаимодействия участников педагогического процесса, направленных на решение педагогических задач. Сформулированы современные тенденции нововведений в образовательном процессе. Описана стратегия преподавания и приведены различные этапы формирования для развития критического мышления у современных подростков. Дана характеристика теоретических аспектов, связанных с проблемой развития критического мышления у современных подростков. Приведены примеры реализации педагогических условий для развития критического мышления у подростков. Описаны стратегии формирования опыта критического мышления школьников, в числе которых формирование понятий, интерпретация данных и применение правил и принципов. The question of pedagogical conditions for the development of critical thinking in modern schoolchildren in the process of studying mathematics is considered. The results of the study of approaches to the definition of the essence of the concept of «pedagogical conditions» are presented, which allowed us to define pedagogical conditions as a set of objective possibilities, content, forms, methods, pedagogical techniques, the nature of interaction between participants in the pedagogical process, aimed at solving pedagogical problems. The modern trends of innovations in the educational process are formulated. The strategy of teaching is described and the various stages of formation for the development of critical thinking in modern adolescents are given. The article describes the theoretical aspects related to the problem of the development of critical thinking in modern adolescents. Criticality of the mind is a property when a person can correctly evaluate thoughts, his own and others’, be critical of information, when you can analyze all the assumptions and conclusions made and not take them for granted. Examples of the implementation of pedagogical conditions for the development of critical thinking in adolescents are given. Strategies for the formation of the experience of critical thinking of schoolchildren, including the formation of concepts, the interpretation of data, and the application of rules and principles, are described.

METHODOLOGICAL ASPECTS OF TEACHING MATHEMATICS BASED ON THE RESULTS OF MONITORING RESEARCH

The article reviews the actual problems of mathematics education. The difficulties encountered by a modern schoolchild when solving tasks of monitoring research in mathematics are indicated. Methodological recommendations are given that should increase the productivity of interaction between a modern teacher and a modern schoolchild, and, accordingly, the quality result of training, through the improvement of pedagogical techniques, an increase in the level of professionalism of teachers, their motivation, initiatives, the creative and emotional component of the educational process, professional competence of the teacher.

“Mistakes are just information”: A case study of a highly successful violin pedagogue

This study examined the instructional context, pedagogical techniques, interpersonal dynamics, and personal characteristics of a teacher and her collegiate students in a renowned private violin studio. Through lesson observations, interviews, and analysis of artifacts, the following themes emerged: (1) a nurturing, non-judgmental environment, characterized by “neutral” teacher feedback; (2) clearly defined learning expectations, lesson structure, and work habits that are mutually understood by student and teacher; (3) a clear emphasis on learning to practice effectively in the student’s own time, including “practicing practicing” within the lesson; and (4) explicit instruction on how to teach others. Analysis of the data suggests that this studio might be best understood through Bruner’s conception of a spiral curriculum, as the structure and content of all student lessons were virtually the same regardless of student level, but the complexity of the tasks increases greatly as students progress.

Gambaran Kompetensi Pendidik dalam Pengelolaan Pembelajaran Ekonomi di Era Pandemi Covid-19

This research is conducted to understand the pedagogical techniques used in the learning of economics in STKIP PGRI Bangkalan. It applies quantitative descriptive method to recognize the percentage of respondents’ responses to each learning pedagogical variable indicator. This research found that during pandemic the learning pedagogy implemented by each lecturer of economics education program is categorized as very good. This is indicated by the percentage each indicator gained. The learning patterns of virtual classes have been in compliance with pedagogical techniques where students are given freedom to seek and get insights through guidance, direction and assistance the lecturers have provided. They function as motivator, facilitator and advisor in order to make students’ more confident to take decisions in understanding the materials given during the interactive virtual class. These pedagogical techniques have given students chances to understand cognitive, affective and psychomotor aspects simultaneously so that the learning becomes more effective.