Бидний тухай
Багш ажилтан
The Social styles or Interactional Style Model or People model (developed in the 1970s) consisting of four styles: analytical, driver, amiable, and expressive; is a self-assessment tool that measures people’s ways of interacting with others. The presentation will share the result of a small-scale research conducted among second-year students majoring in English and taking English Speaking and Listening classes at National University of Mongolia. The intention of the research is to see whether there is a common Social Style among the stronger and weaker EFL speakers. An automated speech-recognition tool was used to assess students’ speaking skill.
Science Наадам 2023 ЭШХ-ын "Тогтвортой хөгжлийн зорилт, түүний асуудлууд" салбар хуралдаанд Яриа таних системүүд хэрэглэгчдийг ярианы хэв маяг, онцлогийг бүрэн хамруулж чадаж байгаа эсэх болон хэрэглэгчийн сэтгэл ханамжийн тал дээр хийсэн бичил судалгаагаар зарим хэрэгсэл нь Англи хэл суралцагчдын яриаг тэгш хамруулан чадаж байгаа эсэхийг судлав.
Abstract: The paper outlines the concepts of multimodality and digital literacies which are proved useful in the investigation of the literacy practices associated with and mediated by digital technologies. In addition, a number of critical perspectives related to digital inequality have been discussed. Digital literacy has been attributed to a variety of distinctive characteristics, such as critical thinking, the ability to master multiple discourses, and reflection of people’s identities, facilitating learning and social participation, according to the research works studied as part of this implication.
The presentation will focus on how AI tools can be an alternative to help EFL learners develop their speaking skills and how they can help teachers assess and track students’ speaking skills in class. Students’ perceptions of the challenges and benefits of using such tools in individual speaking practice as well as self-practice approaches will be covered.
Even though normal schooling has resumed after long restrictions in response to the Covid-19 pandemic, the new norm of online components, especially e-exams, is going to be an inseparable part of educational practices thanks to the rapid development of time-saving digital educational tools. However, higher education institutions are facing an increasing challenge of inadequate integrity by students during unsupervised online tests and exams. This research work investigated the motives of cheating by undergraduate students, internal and external factors impacting the cheating including the exam score weight, the course level, authentication approach, and teacher’s choice of test designs such as proctored, non-proctored, and timed as well as the creative use of test tool functions. Moreover, whether there is a correlation between the choice of test design and the cheating by students have been explored through quantitative analysis of students’ survey results. In addition to the research results, there will be some suggestions on how to prevent online exam cheating by improving the digital literacy of both the teachers and students. The researcher is trying to contribute to the long-lasting concerns related to the credibility of assessments in degree programs through this small research conducted among undergraduate students of a public university in Mongolia.
Even though normal schooling has resumed after long restrictions in response to the Covid19 pandemic, the new norm of online components, especially e-exams, is going to be an inseparable part of educational practices thanks to the rapid development of time-saving digital educational tools. However, higher education institutions are facing an increasing challenge of inadequate integrity by students during unsupervised online tests and exams. This research work investigated the motives of cheating by undergraduate students, internal and external factors impacting the cheating including the exam score weight, the course level, authentication approach, and teacher’s choice of test designs such as proctored, non-proctored, and timed as well as the creative use of test tool functions. Moreover, whether there is a correlation between the choice of test design and the cheating by students have been explored through quantitative analysis of students’ survey results. In addition to the research results, there will be some suggestions on how to prevent online exam cheating by improving the digital literacy of both the teachers and students. The researcher is trying to contribute to the long-lasting concerns related to the credibility of assessments in degree programs through this small research conducted among undergraduate students of a public university in Mongolia.
The presenter is going to share the results of research on how beneficial video-creation projects are for English education majors. Both technological developments and the characteristics of digital natives make 21st-century learners benefit more from learning when they are content creators, and not only content users. Moreover, video production was listed by LinkedIn as one of the top 10 hard skills current employers demand. The results of the mini-research conducted among 31 pre-service teachers will be shared in addition to some creative ideas. 5-min videos giving instruction on how to use an educational platform, or a device or a tool in teaching were shared on Google Drive and students shared their learning reflections on other teams’ videos. The result shows exposing students to tasks to create authentic digital videos for real audience improves their digital fluency and impacts their teaching skills positively, additionally to other soft skills such as teamwork. The group project was completed just before the students’ 6-week teaching practicum started. A Likert-scale questionnaire was conducted after the practicum. The majority of the students agreed that they were able to manage teaching activities successfully using technology during the practicum, and they also connected those successes to their in-class experience of team video projects and reflective analysis on other groups’ videos. Answers to open-ended questions also show their positive attitude towards integrating technology in their future learning and teaching.
