Testing the Four Basic Language Skills in the English Language Component of the Mature Students' Entrance Examinations: The Case of Six Ghanaian Universities

This study focused on the Mature Students’ Entrance Examinations (MSEE) which is a commonly used Ghanaian university placement examination. The fundamental aim was to evaluate the comprehensiveness of the English language component of the examination in the area of the four basic language skills (Reading, Writing, Speaking and Listening) tested. A second objective of the study was to explore the reasons behind the choices of the basic language skills tested in the MSEE. The multiple case study design was employed for this study, and the sources of data used were responses from in-depth interviews and the past questions. The data were subjected to analysis via thematic content analysis and document analysis respectively. The analysis highlights the specific contents of the past questions and their related basic language skills tested, as well as the reasons underlying the basic language skills tested. The results revealed that only two of the basic language skills (Reading and Writing) were tested, and time limitations and logistical challenges informed lecturers’ decisions not to test Speaking and Listening. The study recommends that Listening and Speaking tasks be incorporated into the examination to make it comprehensive. Received: 2 September 2021 / Accepted: 16 November 2021 / Published: 5 January 2022

Reading Comprehension Monitoring of Expository Discourses in Third to Fifth Grade ADHD Children with/without Vocabulary Delay

Objectives: The purpose of this study was to investigate reading comprehension monitoring including three types of error detection (lexical inconsistency, internal inconsistency, external inconsistency) and correction with expository discourse in school-aged children with attention deficit hyperactivity disorder (ADHD).Methods: Nineteen ADHD children with vocabulary delay, 17 ADHD children without vocabulary delay, and 20 typically developing children students from third, fourth, and fifth grades participated in the study. In order to assess comprehension monitoring; expository discourses contained three different types of errors. Comprehension monitoring tasks were presented in the following order: First, children were asked to find out errors in two expository texts of comparison and causation. After finding out errors, children were asked to change the appropriate words verbally.Results: ADHD children with vocabulary delay did show difficultly in reading comprehension monitoring tasks when compared to age-matched typically developing children and ADHD children without language impairment. Internal inconsistency was the most difficult error to identify and correct, and lexical inconsistency was the easiest error for all three groups.Conclusion: The result proposed that even children with ADHD who have no difficulty in basic language and reading skills were likely to have difficulty properly using reading comprehension monitoring, which is closely related to working memory and executive functions. The poor comprehension monitoring skills would negatively influence effective reading comprehension.

The cognitive structure of the word-formation system and methodological issues of teaching of the Kazakh language

Human beings understand and interpret what is happening around them in their mother tongue. It is a fact that in recent years, language teaching has been given importance as a communication tool. Each language carries out the processes of understanding and explaining, consisting of its own specific structures and rules. In terms of the basic language skills involved in these two processes, the behaviours and methods of language learners and teachers who will ensure that they can use their mother tongue correctly are very important. The historical development of multilingualism in Kazakhstan consists of several stages. Multilingualism has brought with it problems in Kazakh teaching in Kazakhstan. For this purpose, it is important to determine the opinions of classroom teachers about teaching the Kazakh language in terms of word structure, the suitability of the contents of the textbooks, and the qualifications of teachers in language teaching. For this purpose, interviews were conducted with 19 classroom teachers working in Kazakhstan. In this study, the findings obtained using the qualitative research method were analysed in detail. It has been concluded that there are points where the contents of the textbooks are not suitable for the classroom teachers, the methods and techniques they use in language teaching are insufficient and these inadequacies cause problems. Keywords: Kazakh, language teaching, method and technique, language, speaking

Desarrollo de un simulador de la corriente funny del nodo sinusal para la enseñanza-aprendizaje

Las células del nodo sinusal generan la principal actividad eléctrica marcapaso del corazón. La actividad marcapaso se debe a la presencia de la corriente funny (If). Esta corriente iónica es entrante y se activa con la hiperpolarización en rangos de voltaje presentes durante la fase de despolarización diastólica; contrario a la mayoría de las corrientes iónicas que se activan con la despolarización. El canal funny es permeable a iones Na+ y K+. Generalmente, en el curso de biofísica a nivel de licenciatura los alumnos conocen algunos canales dependientes de voltaje del tipo de Hodgkin y Huxley que se activan con la despolarización. Sin embargo, no se estudia ningún canal que se active con una hiperpolarización. En este trabajo se diseñó y desarrolló un simulador para el estudio y comprensión de la corriente funny presente en el nodo sinusal del conejo. El simulador fue programado en lenguaje Visual Basic ver. 6.0 para ambiente Windows® de XP a Windows® 10. El usuario puede realizar los experimentos con la técnica de fijación de voltaje, modificar las variables y concentraciones de Na+ y K+ externos y observar el efecto en la amplitud de If y la cinética de la curva I-V. Se recomienda su uso como material didáctico de apoyo durante los cursos de biofísica y fisiología en una sala de cómputo o a distancia en cualquier computadora personal con recursos mínimos. The sinus node cells generate the main electric pacemaker activity of the heart. The pacemaker activity is due to the presence of the current funny (If). This ionic current is incoming and is activated with hypolarization in voltage ranges present during the diastolic depolarization phase, contrary to most ionic currents that are activated by depolarization. The funny channel is permeable to Na+ and K+ ions. Generally, students enrolled in the biophysics course at the undergraduate level are familiar with some voltage-gated channels of the Hodgkin and Huxley type. However, no channel that is activated by hiperpolarization is studied. In this work, a simulator was designed and developed for the study and understanding of the funny current present in the sinus node of rabbits. The simulator was programmed in Visual Basic Language ver. 6.0 for Windows® environment from XP to Windows® 10. The user can perform the experiments with the voltage clamp technique, modify the variables and concentrations of external Na+ and K+ and observe the effect on the amplitude of If and the kinetics of the curve I-V. It is recommended to be used as a support didactic material during biophysics and physiology courses in a computer room or remotely on any personal computer with minimal resources.

Hybrid Learning in Multinational Groups of University Students

Hybrid learning combines face-to face and online learning, which makes it highly relevant for the current pandemic situation. As a result of global migration, Kemerovo State University welcomes more and more international students each year, hence the need for pedagogical interaction research in cultural dialogue and intercultural communication. The article describes the organizational component of this interaction, which includes a set of methods and technologies that ensure cooperation of all subjects of pedagogical interaction. The authors tested various digital tools of teaching English for Specific Purposes (ESP) and hybrid learning methods in multinational groups of university students. Digital tools allowed students to master basic language and computer skills, as well as increased their motivation and involvement. Interactive teaching materials and automated testing improved the process of hybrid learning in groups where students studied both in classroom and from home. The technologies also helped to establish emotional contact, improved cooperation and creativity, and developed tolerance and teamwork.

Male-Female Differences in EFL Learning and Achievement in Morocco: Evidence from Beni Mellal

The aim of this paper is to unravel some of the controversies which have often shaped the findings drawn from prior studies germane to the area of male-female differences in relation to language learning. Educationalists in Morocco have hardly looked at the sex variable as a potential parameter which may explain some of the differential success of students in schools, and little if not daring to say none is known about it in the Moroccan context where there is still much to be done in terms of research and investigations. This study sets out to fill in this gap in research by analyzing male-female differences in language leaning. Using results of a test battery, regional exam GPA, and a standard EFL achievement test, quantitative data of a large group of senior high school students constituting a non-probability convenience sample (N = 152) drawn from the official records of Zerktouni high school, Beni Mellal directorate, have been explored to gather information about the issue in question. The results from the Chi-Square test and the independent samples t-test prove very convincingly that female learners unequivocally outperform their male peers at almost all basic language skills. The paper ends up with a conclusion and some pedagogical recommendations.

Technology of differentiated training bases of algorithmization and programming on the first course of the university on the basis of the DL.GSU.BY system of distance learning

The article describes the technology of teaching text-based programming on the basis of the DL.GSU.BY website. The main advantages of the technology include: “zero entry threshold”, training adapted to the student, many years of practical experience, efficiency, scalability. The following issues are consistently considered in the article: idealized goal setting; the use by students of a programming language of their choice from a variety of modern programming languages when performing practical tasks in the discipline; a clear verification of goal achievement; blended learning; effective personalization of the educational process; non-standard organizational and technical decisions; effectiveness of training. The idealized goal setting includes the need to teach students the following: algorithmic reformulation of the problem statement; knowledge of a set of basic language constructs, as well as basic builtin procedures and functions; the ability to use basic algorithms on one-dimensional and two-dimensional arrays, sets of plane points, lines, queues; the ability to develop and debug new algorithms. Effective personalization of the educational process is provided with the help of such techniques: at each lesson, the student is offered a choice of activities that correspond to current level of his training; automatic verification of solutions is provided with the test assignment service; the system of automatic differentiated learning is used.

Relationship between Teachers’ Professional Training and use of Instructional Strategies to Enhance Pupils’ Literacy Skills in Lower Primary Schools in Busia County, Kenya

Children who possess adequate basic language skills develop cognitive and social skills required in life and workplace. It also enhances smooth transition, performance, and retention and completion rate. Teachers with adequate professional training skills exhibits a potential to influent development of language skills in children. The Kenyan policy states that basic education and early learning is compulsory to all children. Therefore, it is relevant that teachers are equipped with adequate training skills to become champions in the realization of the country’s overall goal in education sector. This paper presents results from a study conducted in lower primary schools in Nambale sub-county Busia County to establish whether teachers’ professional training had an influence in the way teachers use instructional strategies to enhance pupils’ literacy skills. This was essential towards improving overall academic outcomes and communications skills in children.

Knowing and Understanding how to Manage One’s Physical Activity Practice: Contribution of Language, Thinking and Intelligence to Physical Literacy

Agreed upon components of physical literacy are (a) physical competence, (b) knowledge and understanding, (c) motivation and confidence, and (d) lifetime engagement. The purpose of this article is to discuss the development and use of the “knowledge and understanding” PL component in older students and adults with regard to the regulation of their health/fitness- and leisure-related physical-activity-practice (PAP). In a first section the author considers the pedagogical content knowledge (PCK) and the basic language that may be associated with the management of health- and fitness-oriented physical activities, differentiating elements that pertain to declarative, procedural or conditional knowledge. Based on exercise-monitoring procedures (E-MP) (essentially procedural knowledge) and on exercise-management rules (E-MR) (mostly conditional knowledge), the following section focuses on the development of PAP-management understanding and the related intelligence in its analytical, creative and practical dimensions. In a final section, the author explores briefly the matter of awareness and regulation in terms of exercise-management knowledge and understanding. Keywords: exercise-management awareness, exercise-management regulation, FITT formula, physical-activity monitoring