Contents
Dinara Bisimbaeva
Editorial. To cite or not to cite? Text recycling in scholarly writing 6
Thao Thanh Le, Thi Anh Nguyen, Yen-Khoa Thi Nguyen, Yen Hoang Phuong, Thuy Trut Pham, Anh-Thu Thi Nguyen, Tra Huong Nguyen
Exploring the EFL Teachers’ Satisfaction: Professional Development Activities at a Language Center in a Non-Anglosphere Context 10
Ivan Mamaev, Maria Khokhlova, Maria Dayter
Lessons of Secondary School Teachers: From Automatic Speech Analysis to the Markers of Effective Teaching Practices 27
Marija Sablić, Ana Mirosavljević
Implementing Flipped Classroom in the Digital Learning Environment 38
Nailya Salikhova, Martin F. Lynch, Albina Salikhova, Aida Fakhrutdinova
Basic Psychological Need Satisfaction among Students in Higher Education 50
Julia Andreeva, Albina Shakurova, Aliya Yakupova, Irina Kosokina
Narrative Analysis of Motivational Structures of Students’ Civic Activity in the Cultural and Educational Sphere 66
Tatyana Bokova, Valentina Tsybaneva
Comparative Approach: The Essence and Prospects 81
Marina Valiullina
Academic Stress and Academic Motivation of Students with Different Levels of Neuroticism 92
Viola Larionova, Natalia Goncharova, Liudmila Daineko, Fjodor Kovalev
Introduction of Adaptive Learning at the University: UrFU Case of Implementing “Foreign Language” Discipline 111
Venera Zakirova, Vera Vlasova
Traditional Pedagogical Culture: A Humanist Phenomenon of the Tatar Family 128
Olga Karina, Marina Luchenkova, Natalya Shustova
Students’ Views on Mentoring as a Type of Guidance Activity 143
Pavel Sorokin, Svetlana Chernenko, Yulia Vyatskaya
Skills as a Result of Entrepreneurship Training in Russia: Supply and Demand 159
Month : March 2024
Editorial. To cite or not to cite? Text recycling in scholarly writing
Text recycling is widely discussed in the research community. However, editors and authors may have contrasting opinions on this matter. What are the reasons for their disagreement, in what sections text recycling is appropriate and how to avoid self-plagiarism? In this editorial I am going to illuminate these issues.
In the guidelines for editors the Committee on Publication Ethics (COPE) defines text recycling as the use of the same text in several publications of an author (Risser, 2020). According to Professor Cary Moskovitz from Duke University, this practice involves small text fragments that are amended to a slight extent between publications (ibid, 2020). Earlier policies on text recycling applied the term “self-plagiarism”, which was disused due to inaccurate implications. Lately, the definition was elaborated. Text recycling is currently perceived as the reuse of textual information in a new document where 1) material is identical or almost identical to the original work, 2) the material is not presented as a direct quote, 3) one author of the new document is also an author of the previous document (Hall et al., 2021).
Exploring the EFL Teachers’ Satisfaction: Professional Development Activities at a Language Center in a Non-Anglosphere Context
This descriptive study aims to investigate the satisfaction levels of English as a Foreign Language (EFL) instructors in their professional development activities at a language center situated in the Mekong Delta region of Vietnam. A total of 30 EFL teachers were solicited to provide data through a questionnaire, and six out of the 30 were further selected for participation in semi-structured interviews. This study incorporated two primary techniques for data analysis: descriptive statistics for the quantitative data and thematic analysis for the qualitative data. The study concludes that the EFL teachers exhibited a high level of satisfaction towards the existing professional development activities that involved mentorship, observation, feedback from experts, and learning from colleagues. These activities fostered a supportive, collaborative, and personalized approach to professional development, resulting in the enhancement of the teachers’ knowledge, skills, motivation, and job satisfaction. The results, accordingly, suggest that language centers should adopt a personalized, supportive, and collaborative approach to professional development while also addressing the various factors that hinder teachers’ interest in research and writing.
Lessons of Secondary School Teachers: From Automatic Speech Analysis to the Markers of Effective Teaching Practices
The problem of pedagogical discourse as a speech behavior form is a cutting-edge linguistic area. Within its framework, it is necessary to identify some lexical and semantic components that form a certain rhetorical and pedagogical ideal. To date, such studies are carried out manually. This paper describes the automatic study of pedagogical discourse. As part of the experiment, statistically significant discourse markers and patterns are extracted from the corpus of teachers’ speeches, such markers characterizing both general trends in teaching methods and idiostylistic characteristics of a particular teacher. The results of the marker analysis make it possible to form a preliminary list of speech patterns that beginner teachers can use.
Implementing Flipped Classroom in the Digital Learning Environment
At the beginning of the COVID-19 pandemic in spring 2020, all schools faced unpredictable challenges, and alternative solutions were needed to optimize the functioning of the educational process. One of these was the implementation of the “flipped classroom” in teaching practice. This idea gave rise to the concept of the online flipped classroom, which allows students to continue their educational work in a high-quality, engaging, and attractive way, even outside the physical classroom. Furthermore, the online flipped classroom has proven to be as effective as the traditional one, mainly because it promotes students’ self-directed learning, activity, motivation, collaboration, and successful interactions due to its flexible structure. The study provides a theoretical insight into the application of this teaching method in the period of distance learning and analyzes its advantages and challenges. The most common challenges were found to be difficult access to the Internet and thus to learning materials, the lack of digital skills of teachers, the time and effort required to create videos, the design of a creative learning environment, and the facilitation of different types of activities and teaching materials, which contribute significantly to students’ motivation to learn under exceptional circumstances. Students’ free access to computer equipment and internet connections from home played a key role. Therefore, the flipped classroom approach requires government investment in building/upgrading appropriate information and communication infrastructure, additional teacher commitment, and investment in teachers’ professional development.
Basic Psychological Need Satisfaction among Students in Higher Education
When students are internally motivated, they are most likely to maintain interest in learning, to persevere in their learning, and to experience greater academic success. According to self-determination theory, internal motivation is most facilitated by the satisfaction of the person’s basic psychological needs: for autonomy, competence and relatedness. The purpose of this study is to identify the specifics of supporting students’ basic psychological needs among doctoral students in various specialties. Data collection involved administration of the Psychological Need Supports scale, which assessed the satisfaction of basic psychological needs in the context of various relationships. Respondents were 463 doctoral students in six areas of education (physics, earth sciences, biology, chemistry, mathematics, information technology). The presence of differences in the degree of satisfaction and features of support of basic psychological needs in different relationships was revealed. In general, autonomy turned out to be the most satisfied need, and the need for relatedness turned out to be the least satisfied. In the system of close relationships (friends and mother), all three basic psychological needs were supported to a greater extent than in all systems of educational relations at the university. Comparison of various systems of relations at the university among themselves showed that the need for relatedness was most supported by colleagues and a supervisor, and the need for competence was supported by colleagues, while the need for competence was least supported by a supervisor, and the need for relatedness was least supported in the context of group classes. Patterns that emerged were stable over time. There were no differences in need satisfaction based on the field of study with one exception: doctoral students majoring in physics reported higher levels of support for the needs for competence and relatedness. The results provide guidance for supporting the internal motivation among students at higher levels of education.
Narrative Analysis of Motivational Structures of Students’ Civic Activity in the Cultural and Educational Sphere
A modern university is a space for professional exchange, spiritual search, formation, development and self-development of the individual, students and teachers. Studying the motivational structures of student youth’s civic engagement helps teachers in the search for teaching and communication strategies, and also contributes to project activities.
Student activity is considered as a complex process of social interaction, including communication and professional activities. The article presents a study of motivational structures that stimulate students to be active in cultural and educational projects. The experiment (February – August 2023, Kazan) was based on quantitative and qualitative methods, including a survey (158 people), analysis of successful cases, application of a narrative approach to the focus group method and expert interviews. It was revealed that motivational structures directly depend on the psychological profile of generations. For Generation X, the least significant motive is “Communication” (3.17 points) and the most significant motive is “Self-development” (4.83 points). For generation Y, the least important motive is “Presentation, personal brand” (2.47 points) and the most important is the “Knowledge” motive (4.84 points). For generation Z, this parameter, indicated as less significant, was rated at 3.83 points, the highest value for generation Z is the motive “Self-development” (4.93 points). For older respondents, the structure of motives becomes more complex, expanding the composition of the components that form the motive, which leads to more informed decision-making. The leading motive for participation in cultural projects for respondents of all ages was “Self-development.” The results of the study were tested in training programs by lecturers and students of the High School of Journalism of the Kazan Federal University when creating educational and cultural projects based on The Contemporary Art Gallery of the National Museum of Fine Arts (Kazan), which is aimed at youth audiences.
Comparative Approach: The Essence and Prospects
The article is devoted to the consideration of an approach, the relevance of which is due to modern linguodidactic research aimed at comparing various linguodidactic phenomena or studying various methods, technologies and techniques characteristic of foreign language education systems both at the international level and within the framework of a single linguistic culture. The purpose of the article was to substantiate the essence of the comparative approach by considering the development of linguodidactics, both from the point of view of retrospective analysis and the content side, as well as the analysis of the successive leading paradigms of the foreign language education system. Due to the specifics of the comparative approach, namely, as the main approach used for conducting scientific work through comparison, it is necessary to study and analyze the specifics of using the comparative approach for linguodidactic research. As a result of the analysis of works on comparative studies and intercultural communication, the need for a comparative approach as an element of scientific knowledge, acquisition and enrichment of methodological science in the field of foreign languages was described. It was also shown that the comparative approach under consideration not only does not exclude the existence of previously developed approaches, but complements them and takes linguodidactics to a new stage of development.
Academic Stress and Academic Motivation of Students with Different Levels of Neuroticism
The current study allowed us to conduct a comparative analysis of the significance of various stress factors assessed by students with different levels of neuroticism and perceived by them as obstacles in the learning process. The study design includes the comparative analysis of two groups of students. We analyzed the relationships between indicators of subjectively assessed intensity of response to academic stress-factors and characteristics of academic motivation among these groups of students. We used the following questionnaires that allow respondents to assess the academic stress factors intensity: “Academic Motivation Scales” (Gordeeva, Sychev and Osin), “Eysenck Personality Inventory” (EPI). The study involved 156 people. It was found out that students with different levels of neuroticism have no significant difference in the severity of various types of academic motivation. But, at the same time, there are a number of differences in assessing the intensity of academic stress under the influence of certain stress factors. There are also differences in the structure of relationships between indicators of academic motivation and stress factors, depending on the emotional stability of the respondents. The results of the study can be useful for creating individual-oriented (taking into account the level of neuroticism) programs of psychological and pedagogical assistance to students striving for high-quality knowledge assimilation and improving their academic performance. On the basis of the obtained data, we can speak about the necessity to form a balance between the experience of the handling stress intensity, which arises as a result of a subjective assessment of the certain phenomena stressfulness during the study process, and the various types of academic motivation, which contribute to the development of professional competencies.
Introduction of Adaptive Learning at the University: UrFU Case of Implementing “Foreign Language” Discipline
Digitalization of learning environment and learning individualization are among the key global trends of education transformation. Digital tools allow designing individual learning path for each student, and improving learning efficiency by considering entrance levels of skills and knowledge, personal specifics of information perception, and speed of acquiring new knowledge. Learning analytics tools are used to analyze student digital footprint data in order to not only forecast student success of failure at the following stages of the course, but to design the most optimal path to desired learning results through the use of adaptive learning tools. The current research was aimed at developing and testing an adaptive learning method for teaching of a University foreign language course. The adaptive learning method uses analysis tools to form unique individual learning trajectory for each student. Comparative analysis of different learning models was performed using data for 5,154 students. Conclusions were made on the advantages of adaptive learning and mixed learning model with active teacher’s role in student success monitoring. Successful experience of testing the adaptive learning method for teaching foreign language demonstrates practical value of research results, and allows their further use for implementing adaptive learning in higher education institutions.
Traditional Pedagogical Culture: A Humanist Phenomenon of the Tatar Family
The article actualizes the problem of socio-cultural and ethnic identity of the Tatar people and the need to cherish and preserve the traditions of the Tatar family. The authors propose to discuss the practical aspects of the development of ethnic processes and the main directions of increasing the importance of ethnic characteristics in the humanization of social relations and the mission of ethnic positions in human life. Analysis of the literature on the problems of ethnic identity, detailing the characteristic desire of different peoples to support and preserve their own identity, determine both the possibility and the need to emphasize the inimitability and uniqueness of social and humanistic practices of their ethnoculture, taking into account the growth of understanding and comprehension of belonging to their ethnos, i.e. national consciousness and ethnic community.
The aim of the research was to study and reveal the dialectical dynamic development of the main directions of the traditional national culture of the Tatar people. In modern conditions of active digital transformations of society, an attempt was made to show creative practices of educating children and adolescents on the basis of careful attitude to the national culture, to the national pedagogical experience, which are represented in family traditions and rituals, in holidays, games and folklore with the help of methods of structured analysis.
Based on the interpretation of the research results, the experience of the ethnic system of education in the Tatar family is generalized and its features and socio-cultural humanistic functions are reflected; the essential characteristics of humanization of education in the Tatar ethnos, conveying the phenomenology of traditional pedagogical culture in the conditions of digitalization of socio-cultural processes, are shown; effective cultural and informational exchanges between the educational institution and the family in its ethno-pedagogical space are reflected.
Students’ Views on Mentoring as a Type of Guidance Activity
The data of an empirical study obtained on the basis of a survey of 120 students of Balashov Institute of Saratov State University enrolled in the areas of training of bachelors which are in the enlarged group of areas and specialities ‘Education and Pedagogical Sciences’ are presented. In the course of an empirical study, an author’s questionnaire was applied aimed at identifying students’ awareness of mentoring as one of the types of mentoring activities in the pedagogical field. The following has been found. Students are aware of the role of mentoring in the pedagogical process to varying degrees. The vast majority of students would like to expand the experience of mentoring interaction. Students consider responsibility, pedagogical competence, free communication skills, pedagogical tact, the perception of the equivalence of students, organizational skills, flexibility of thinking and self-acceptance as the most important characteristics of ‘mentoring’. It is concluded that students’ ideas of mentoring are divided into four types: ‘realistic-positive’, ‘ignorant-optimistic’, ‘ignorant-cautious’, ‘realistic-indifferent’. The data obtained indicate an insufficiently complete understanding of students about the role of mentoring in the pedagogical process. The necessity of developing and introducing into the educational process of universities a practice-oriented programme that reveals the essence of mentoring in the format of additional education courses is emphasized.
Skills as a Result of Entrepreneurship Training in Russia: Supply and Demand
The article looks at the two dimensions of skills, namely skills that entrepreneurs need and skills that can be obtained as a result of entrepreneurship education. The authors consider skills using two approaches: the Human Capital theory including the distinction between general and specific capital, and the typology by Dobryakova and Froumin which involves the distinction of three types: competence of thinking, competence of interaction with other people, and competence of interaction with oneself. The empirical material is based on a unique sample of respondents who have both entrepreneurial experience and experience in entrepreneurship education in one of the programs in Russia. The empirical base of the study consists of 82 semi-structured interviews with respondents from 9 educational initiatives aimed at entrepreneurship education. The data was collected using the method of semi-structured interviews.
The authors have identified a gap between the skills that entrepreneurs need and the skills acquired in entrepreneurship education programs. Respondents have a more pronounced demand for general human capital, while their experience in education was focused primarily on the development of specific capital. Respondents have a request for general skills, for example, for competence in interacting with themselves (self-regulation skills, self-control), but they are taught more specific skills: accounting skills, programming skills, the skill of building/describing a business model. The results indicate the need for significant improvement of entrepreneurship education programs in order to more fully take into account the practical demand for skills.