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Abstract: As the demands on modern evolve to meet the challenges of a globalized, digital era, the traditional approach to academic literacy requires fundamental reform. This article examines the shift from passive, text-based reading instruction to a learner-centered, technology-integrated pedagogical framework. By analyzing the intersection of cognitive engagement, as established in contemporary social psychology and the specific linguistic requirements of public safety professional practice, this research proposes a multidimensional strategy for improving reading proficiency. We demonstrate that by anchoring curricula in authentic, operationally relevant content and leveraging interactive digital tools, educators can bridge the gap between theoretical legal study and high-stakes professional application. This article concludes that fostering student motivation through professional relevance is not merely an auxiliary goal but a prerequisite for developing the critical, synthesis-driven reading skills necessary for modern policing.
Public healthcare organizations increasingly face challenges related to effi ciency, service quality, fi nancial sustainability, and human resource development. Traditional performance evaluation systems relying solely on fi nancial indicators are insuffi cient to capture these multidimensional objectives. This study aims to examine the applicability and eff ectiveness of the Balanced Scorecard (BSC) as a strategic performance management tool in a public healthcare context, using the case of the Baganuur District Health Center in Mongolia. Drawing on Kaplan and Norton’s BSC framework, the study integrates fi nancial, customer, internal process, and learning and growth perspectives into a comprehensive performance evaluation system. A weighted scoring and SMARTbased indicator assessment approach is applied to analyze strategic alignment and performance outcomes. The fi ndings demonstrate that the BSC enables clearer strategy translation, improved cause–eff ect linkages, and balanced decisionmaking, particularly in resource- constrained public health organizations. The study contributes to the limited empirical literature on BSC implementation in developing country healthcare systems and off ers practical implications for strategic management in public health institutions.
Since the 2008/2009 academic year Mongolia has transitioned to a 12-year general education system, enrolling six-year-old children in school. Consequently, there is a requirement for six-year-old children to be physically, mentally, and socially prepared for school. At this stage, a child's primary activity becomes learning. The fundamental prerequisite for successful learning is being physically and mentally ready. If a child is not ready to learn, it can negatively impact their academic performance and hinder their transition to subsequent developmental stages. Therefore, there is a need to study the psychological phenomena that influence the school readiness of six-year-old children in early childhood. Psychology and educational theories emphasize the importance of developmental stages. Developmental psychology, a major branch of psychology, asserts that human cognitive, intellectual, and social development varies by age, leading to differing needs and stress factors at each stage. Prominent psychologists have developed various theories on human development, highlighting childhood as a crucial phase in shaping an individual's personality and overall development. Scholars such as Russian psychologists L. S. Vygotsky and D. B. The characteristics, needs and factors of crisis influencing the development of a child have been studied from various angles by such outstanding scientists as D. B. Elkonin, Z. Freud (Austrian psychoanalyst), E. Erickson and A. Maslow (American psychologists), as well as the Swiss psychologist Jean Piaget.
ABSTRACT This paper comes out of concerns about teaching Academic English to Mongolian university students who have learned English for ages. The most important component of pedagogical technology is always the position of the student in the learning process. All innovative technologies involve the activation of the student, the maximum removal of him from the state of passive knowledge acquisition. In the class, there are obviously students with different levels of motivation to study and communicate. Psychologists unequivocally state: if motivation is not controlled, it may regress, decrease its level, motives will lose their effectiveness. Therefore, this article describes some practical techniques to help students to better “activate” and motivate in the English language classroom. Activating techniques focus on the students in the classroom, on keeping them involved, on having them doing and producing rather than passively receiving information. Through the strategies, students interact more, construct solutions together, and have the tools to draw on to not only receive an education but to participate in and contribute to that education. Lastly, this paper provides the result of students’ feeling survey of the activating tools.
This paper comes out of concerns about teaching Academic English to Mongolian university students who have learned English for ages. The most important component of pedagogical technology is always the position of the student in the learning process. All innovative technologies involve the activation of the student, the maximum removal of him from the state of passive knowledge acquisition. In the class, there are obviously students with different levels of motivation to study and communicate. Psychologists unequivocally state: if motivation is not controlled, it may regress, decrease its level, motives will lose their effectiveness. Therefore, this article describes some practical techniques to help students to better “activate” and motivate in the English language classroom. Activating techniques focus on the students in the classroom, on keeping them involved, on having them doing and producing rather than passively receiving information. Through the strategies, students interact more, construct solutions together, and have the tools to draw on to not only receive an education but to participate in and contribute to that education. Lastly, this paper provides the result of students’ feeling survey of the activating tools.
Learning a foreign language is a lifelong process and it is often challenging experience for L2 learners. Studying students’ errors has immediate practical application for language teachers. In this view, errors tell teachers something about the effectiveness of their teaching. According to this study Mongolian students face grammatical, mechanical and usage errors in their writings. Grammatical errors are dominated because of interference of languages. This study was conducted on 30 students, and 90 writing works. We consider this study a preliminary one that just gives an idea of sources of errors.
The worldwide pandemic changed the people's lifestyles, habits, beliefs, feelings, and behaviors. In education, teachers had to innovate themselves and were forced to take what they were doing in their classrooms into an online environment. For the Mongolia, teachers are still need to be ready for the e-class according to the sudden decisions of the ministers and heads of education due to the specifics of the Mongolia such as traffic jams, gas shortages, the flu outbreak and cold weather. E-learning is a learning environment which uses information and communication technologies (ICT's) as a platform for teaching and learning activities. It has been defined as "pedagogy empowered by technology"[1], though 'digital technology' is more accurate. Note that, due to the difference in terms of institutional goals, higher education and the industry have very different ideas about what e-learning is and how e-learning can be/should be used.
The main purpose behind communicative language teaching methods is to prepare students to be confident communicators for different real-life contexts, through repetitive oral practices and student-student cooperation. In CLT, communication is the end and the means of the teaching method. This workshop or presentation aims to provide an overview of communicative language teaching methods and encourage teachers to apply them to their foreign language teaching.
There is a research result that the English language skills of the country's citizens are interrelated with the country’s economy growth and development. Therefore, if we want to develop our country and our families and live well in our country, we need to master English as equally accessible as our native language from the same beginning. In this research work, we decided to study or collect the data, which might be very useful for the further or depth study on current issues of English language teaching at the beginning. According to European standards, by the end of the 12th grade, there is a core program that allows them to master the standard in B2 or Upper Intermediate level, but the youths’ English language level is not sufficient for the society in real life. We decided to recall the history of the English language education system in our country at first. Secondly, in order to identify the problems faced by English language teaching in state-owned universities and find solutions, we collected the data with 10 questions on six state- owned universities and compared the similarities and differences.
Reading is one of the important skills in language learning and reading comprehension is achieved through the interaction between the reader and the passage. This paper emphasizes the ways to encourage active reading skills of the non-major students who are studying academic reading at upper-intermediate level at National University of Commerce and Business and National University of Mongolia. The survey was conducted among fifty-eight students at NUCB and NUM. The data were collected through a questionnaire and interview. Based on the findings, this paper has offered teachers some reading techniques to deal with the difficulties students face and enhance their reading comprehension.
Abstract Assessment plays a significant role in teaching language and in language educators’ daily work as well. In our view, teachers’ knowledge and preparation in assessment is lacking especially in EFL contexts. The study of Troudi, Coombe, and AI-Hamly (2009) in the United Arab Emirates and Kuwait confirmed “teachers often felt marginalized in the area of assessment because of their perceived lack of knowledge about the subject” (Coombe et al, 2012, p 22). Language teachers in the National University of Mongolia are constantly engaged in designing different types of assessments and in some way, we encounter with certain difficulties related to our knowledge of assessment literacy. This paper examines a concept of assessment especially the first area of assessment literacy, which is a teacher’s assessment knowledge and challenges related to assessment literacy. It also examines the strategies and the techniques that should be used in assessing the comprehension of four skills with reference to EFL classrooms. Thus, teachers can implement the appropriate techniques and utilize the assessment results to modify their classroom instruction, which entails the enhancement of their students’ learning abilities.
Assessment plays a significant role in teaching language and in language educators’ daily work as well. In our view, teachers’ knowledge and preparation in assessment is lacking especially in EFL contexts. The study of Troudi, Coombe, and AI-Hamly (2009) in the United Arab Emirates and Kuwait confirmed “teachers often felt marginalized in the area of assessment because of their perceived lack of knowledge about the subject” (Coombe et al, 2012, p 22). Language teachers in the National University of Mongolia are constantly engaged in designing different types of assessments and in some way, we encounter with certain difficulties related to our knowledge of assessment literacy. This paper examines a concept of assessment especially the first area of assessment literacy, which is a teacher’s assessment knowledge and challenges related to assessment literacy. It also examines the strategies and the techniques that should be used in assessing the comprehension of four skills with reference to EFL classrooms. Thus, teachers can implement the appropriate techniques and utilize the assessment results to modify their classroom instruction, which entails the enhancement of their students’ learning abilities.
Abstract This paper comes out of concerns about teaching English writing to Mongolian university students. We have started teaching academic writing at the university since 2011, but almost 98 percent freshmen are not able to write a paragraph through several writing process, even they have never heard about the writing process and an academic paragraph standard. Because high school English teachers have been using traditional writing method in the class which just always ask students to write a freewriting without interactive activity and writing process. Therefore, we need to educate our students with an academic writing approach which is called Process Writing in order to make effective, autonomous and master writer. Firstly, this study provides brief introduction of the Heald-Taylor's Process Writing approach and secondly, compares with the Traditional writing method to highlight the effectiveness of following the process writing in academic world. Thirdly, this paper provides the result of student feeling survey of the experiment and the findings of pro test results.
Abstract: Students have specific needs that require them to work on their writing skills: academic study, examination preparation, business English, scholarship and workplace. Teaching academic writing is a challenging task for the teachers. This article’s ultimate goal is to test one creative writing activity. Tested writing method or activity tends to compare and develop both two schools’ students writing ability and to exchange the information, knowledge and experience by writing letters to each other. Likewise, it promotes student’s writing passion and develops their peer review skill and creative thinking. This paper also provides descriptions of the creative thinking and the writing activity. During the trial, both students and teachers were encouraged to actively reflect on their own prior learning and teaching experiences. Especially, students were receptive, happy and were looking forward to read the letter. We have started teaching academic writing at the university since 2011, and at the Mongolian State University of Life Sciences since 2014. But almost 98 percent freshmen are not able to write an academic paragraph through writing process. Even they have never heard about the writing process and an academic paragraph standard or format. Because high school English teachers have been using traditional writing method in the class which just always ask students to write a paragraph like a freewriting without interactive activity through the three writing processes. Therefore, we need to educate our students with an academic writing knowledge in order to make effective, autonomous and master writers.
Оюутны англи хэлээр эсээ бичих чадварыг бүтээлч сэтгэлгээнд нь тулгуурлан хөгжүүлэх боломжийг судалсан нь Илтгэгч: Д.Мягмарсүрэн1 , Б.Отгонбаяр2 (1 МУИС ШУС ХУС-ын ГХТөвийн багш, 2 ХААИС БУС ГХТөвийн багш) Товч агуулга Энэхүү судалгааны ажлаар бид монгол оюутны бүтээлч сэтгэлгээнд үндэслэн англи хэлээр академик түвшинд сургалтын эсээ бичүүлж сургахын тулд хүмүүнлэг сэтгэл судлалын чиглэлийн эрдэмтэн Маслоугийн үзэл баримтлал болох хүнд байдаг бүтээлч идэвхтэй чанарыг хүлээн зөвшөөрөх гэсэн санааг дэмжиж, туршилт сургалтын аргазүйг олон улсын их дээд сургууль болон албан харилцаанд өнөөдөр идэвхтэй ашиглагддаг өндөр стандарт нарийн арга барил болох Problem- based learning болон Communicative Approach / Оросын эрдэмтэн Е.И.Пассов 1962 онд анх үндэслэж Британийн хэл шинжээч Генри Уидоусан аргазүйг боловсруулж гадаад хэлний сургалтад нэвтрүүлжээ/ (Ellis, 2003) аргуудаар тулгуурлан Cognitive танин мэдэхүйн мэдлэгийг хөгжүүлж цаашид Form- focused approach болох загварт суурилж бичих арга буюу - outlines of paragraph or essay ( Kelly, 1984 ) загвараар туршилтын бүлэгт эсээг бичүүлж сургалтанд туршиж эцэст нь хяналтын болон туршилтын бүлгээс ижил сэдвээр эсээ бичүүлж шалгалт авч үр дүнг тооцоолно. Эсээ бичихэд дараах сургалтын ерөнхий арга хэрэглэгдэнэ. Үүнд: 1. Critical thinking skills- хөгжүүлэх буюу аливаа академик текстэн дээр үнэлэлт дүгнэлт өгөн ажиллах. 2. Судалгаа шинжилгээний ажил, Case Study 3. Authentic texts - буюу бодит мэдээллийн эх сурвалж дээр ажиллаж, түүнийг үнэлж дүгнэх 4. Академик үгсийн санг танин, ялгаж, ашиглах.
СОЛОНГОС БОЛОН МОНГОЛ ОЮУТНЫ ГАДААД ХЭЛ СУРАХ ОНЦЛОГЫГ СУДАЛСАН НЬ 1Myagmarsuren Dashlegtseg, Foreign Language Center, National University of Mongolia, migaa_5846@yahoo.com 2 Otgonbayar Bat-Ochir, Foreign Language Center, Agricultural University of Mongolia Otgoo_bayar89@yahoo.com Хураангуй Дэлхийн улс орнууд глобальчлагдаж асар хурдтай хөгжиж байна.Хөгжлийн гол түлхүүр нь хүмүүний боловсролын хөгжилд байгаа явдал юм. Хүн нь хөгжсөн улс орон хөгждөгийн гол жишээ бол яах аргагүй Солонгос улс мөн.Хоёр улс 1990 онд дипломат харилцаа тогтоосноос хойш олон салбарт хамтын ажиллагаагаа хурдацтай хөгжүүлсээр ирсэний нэг нь боловсролын салбар юм.Хөгжлөөс суралцах гэсний тод жишээг дараах тоо харуулж ч байж ч магадгүй юм. Өнөөдөр Солонгос улсад Монгол Улсын 30 мянга орчим иргэд оршин сууж , 5 мянга гаруй монгол оюутан суралцаж байгаа бол монголдоо солонгос хэл суралцаж буй оюутан сурагчдын тоо 4 мянга даваад байна.Харин Монгол Улсад нийт 3 мянга гаруй солонгосчууд оршин суудаг байна (mongolembassy.com).Тэгвэл хоёр орон хоёулаа дэлхийн хэл гэх англи хэлийг гадаад хэл болгон судалдаг ижил талтай.Энэхүү онцлог дээрээ суурилж бид харьцуулсан , хамтарсан судалгааг гадаад хэл заах арга болон сурахуйн арга барил онцлогыг илрүүлж судалгаа хийж туршлага солилцож, шинэ гарц гаргаж ирэх боломж үүдийг нээхэд ихээхэн ач холбогдолтой болно байх гээд энэхүү судалгааны ажлыг хийлээ.Судалгаа нь хоёр орны оюутнуудын гадаад хэл сурах арга барилыг Етийн болон Емийн үзэл баримтлал дээр үндэслэн судалж ялгаатай талуудыг харьцуулж, сургалтын үйл ажиллагааны онцлогуудыг тодруулж дүн шинжилгээ хийж, цаашид үр дүндээр суурилж зөвлөмж гаргахыг оролдлоо.Туршилт судалгаанд МУИС-д суралцдаг солонгос , монгол оюутнууд болон БНСУ-ын Чонбук үндэсний их сургуульд суралцаж буй тодорхой бүлэг Солонгос оюутнууд мөн хамрагдсан болно.
