Journal of Education in Black Sea Region

Integration of Automated Feedback Tools in EFL Academic Writing Classes: Teachers’ Perspective

Mariam Merkviladze — 2024-12-26

With the introduction of AI-driven automatic feedback systems like QuillBot, Grammarly, ProWritingAid, and the Hemingway App, the field of teaching academic writing and English as a Foreign Language has been revolutionized. The current research explores the teachers’ perspectives on the integration and efficacy of these tools in enhancing learners’ writing abilities, motivation, and engagement. Within the quantitative approach, the online survey was administered to investigate the perceived advantages and challenges of employing automated feedback technologies in English as a Foreign Language (EFL) and academic writing classes in Higher Education Institutions (HEI) of Georgia. The questionnaire focused on teachers’ views on what areas of writing may each aforementioned tool improve. It also investigated the participants’ overall perceptions of automated feedback and its benefits. The findings of the study revealed that HEI teachers perceive automated feedback technologies very positively and see the benefits the latter bring to their classrooms. They find it effective due to its nature to be personalized, instant, precise and clear. They also find AI-driven feedback tools beneficial for enhancing their feedback skills and enabling them to address students’ needs timely and effectively. This research adds to the expanding corpus of research on educational technology by emphasizing the crucial role that teacher perception plays in the effective integration of automated feedback technologies into writing instruction.

Mother Tongue and Academic Achievement in English Language in Selected Secondary Schools in Ekiti State, Nigeria

Adijat Bolanle Adams — 2024-12-26

This study examined the mother tongue and academic achievement of English-language students in selected senior secondary schools in Ekiti State. The study employed the quasi-experimental research design. The instrument for data collection was a semi-structured questionnaire. The instrument was subjected to both validity and radiality tests. Data was collected among 240 students in junior secondary schools in two selected cities in Ekiti State. Data collected were analysed using descriptive and inferential statistics (ANCOVA) at P<0.05 significance level. Findings from the study exposed that the mother tongue had a mean score of 16.55, while those taught using the English Language and a combination of English language and mother tongue had mean scores of 17.95 and 17.06 before treatment. On exposure to treatment, students in the mother tongue group had the highest mean score of 32.20, followed by those exposed to a combination of English Language and mother tongue (mean=28.68) while those taught with English Language had the lowest mean score of 24.25. The result shows that achievement mean scores of female students in all the groups slightly outweighed their female counterparts except those taught using the English Language. That is male-mother tongue (mean=31.28), female-mother tongue (mean=33.13), male-English Language (mean=24.47), female-English Language=24.02), male-English Language+ mother tongue (mean=28.20), female-English Language +mother tongue (mean=29.15). The result shows that achievement mean scores of urban students in all the groups slightly outweighed their rural counterparts except those taught using a combination of English Language and mother tongue. That is, rural-mother tongue (mean=33.13), urban-mother tongue (mean=31.20), rural-English Language (mean=24.02), urban-English Language=24.65), rural-English Language+ mother tongue (mean=29.15), urban-English Language +mother tongue (mean=28.68). There is a significant difference in the performance mean scores of students taught using English Language, mother tongue and combination of English Language and mother tongue before and after treatments. The treatment accounted for about 32.4% (Eta2 = 0.324) of the observed variance in the performance mean scores of students. The study concluded that the mother tongue is crucial and must be considered in teaching teaching-learning process for better academic performance of students in the English language.

Undergraduates’ Work Ethics, and Motivation for Occupational Preference: What Nexus Therein?

Olukayode F Oyenuga — 2024-12-26

Decision-making, particularly on career choice, could be tasking. This is because lots of competing variables are at play during the process. Confusion within the individual and influences outside the individual(s) affect career outcomes. Ethical consideration is also an important construct in professional and other human relationships. This paper studied the association between work ethics and the drive for occupational preference among undergraduates in Ogun State, Nigeria. Two hundred and fourteen Philosophy students in the penultimate and final years at a State-owned University in Ogun State, Nigeria, participated in the study. Two standardised instruments – the Multidimensional Work Ethics Questionnaire (MWEQ) and the Motivation for Occupational Preference Scale (MOPS) - were utilised for data collection. Findings revealed a significant contribution of work ethics to the prediction of motivation for occupational preference (R2 = .480; F (10,203) = 18.771; p <. 05). It was concluded that work ethics significantly impact on career preference of participants. Some recommendations were made based on the findings.

Difficulties in Pronouncing English Diphthongs amongst Saudi University Students at AL-Baha University in Saudi Arabia

Ibrahim Abaker — 2024-12-26

This case study investigates pronunciation problems (PP) in English diphthong sounds (DS) among Saudi EFL students in Alagig, at AL-Baha University, in Saudi Arabia. The researcher seeks to answer four research questions about English diphthongs and English sounds, which are attached below. The main task of this study is to narrow the gap between pronunciation problems in pronouncing English diphthong sounds. The populations of this paper were fifteen students, reaching levels seven and eight. The researcher used the Descriptive Statistical Method, and the data was collected by oral recorded tests. The data was analysed by (SPSS) program. The collected data had been identified, classified by type, evaluated, and described and arrived at the following results: Saudi university students encountered problems in pronouncing words containing English centring diphthong sounds ending in /ɪə/sounds. Also, students faced difficulties in pronouncing English diphthong words ending in /ʊə/ sounds. They struggled to pronounce English closing diphthong words ending in /aɪ/ sound. Further, Saudi students had problems pronouncing closing diphthong sounds ending in /əʊ/ sounds. The recommendations of this study are (1) Students need to check the correct pronunciation of English words containing centring diphthong sounds ending in /ɪə/ sounds; (2) University students want more concentration on pronouncing English words containing centring diphthongs ending in /ʊə/ sounds; (3) They require more practice pronouncing English centring diphthongs ending in /aɪ/ sound; (4) Also, they demand to consult their dictionaries of more correct and accurate pronunciation of English closing diphthong sounds ending in /əʊ/ sounds.

Assessment of the Impact of Activity-Based Learning on Mathematics Academic Performance among Primary School Learners in Lagos State

ADEWALE Peter Sanjo — 2024-12-26

The traditional teaching methods employed in primary school Mathematics often overlook the importance of fostering creative thinking, resulting in poor academic performance. This study investigated the impact of Activity-Based Learning (ABL) on Mathematics performance among primary school learners in Eti-Osa Local Government Area of Lagos State, Nigeria. A descriptive survey research design was employed, involving 50 students divided into three groups: traditional method (control), ABL (experimental), and combined method (integrating ABL and traditional methods). Data collection was done using an achievement test administered to students and a questionnaire administered to 50 primary school teachers. Data collected were analyzed using means with percentages, t-tests, and analysis of variance (ANOVA). The results revealed a significant difference in Mathematics performance between the ABL group and the traditional method group, with the ABL group demonstrating improved performance (t-test). However, ANOVA results showed no significant difference between the control group, ABL group, and the combined method group. The study concludes that integrating ABL with traditional methods can positively influence primary school learners’ mathematics performance. Recommendations include incorporating ABL into Mathematics instruction, providing resources and training for teachers, and conducting further research to explore long-term effects and scalability.

Exploring the Application of Artificial Intelligence in Foreign Language Education within School Settings: Systematic Literature Review

Tamar Mikeladze — 2024-12-26

The systematic literature review explores the use of Artificial Intelligence (AI) tools in foreign language (FL) education within K-12 school settings. It aims to offer a comprehensive understanding of the current state of research, identify emerging trends and gaps in the literature, and provide valuable insights for educators and researchers in the field. We analysed 16 empirical studies conducted between 2019 and 2023, focusing on three key areas: the pedagogical integration of AI tools, their impact on language learning outcomes, and future research recommendations. The review provides insights into the pedagogical aspects of AI utilization, the theoretical frameworks of the studies, and the research methods employed. The findings highlight the specifics of using AI tools, their impact on language learning outcomes, and the challenges and potential benefits of implementing AI in K-12 FL education.

Leveraging on Micro Teaching Lesson Study to Improve Collaborative Skills of Pre-Service Science and Math Student Teachers in Higher Educational Institutions

Badru Ademola Kehinde — 2024-12-26

This study examines how the Micro Teaching Lesson Study (MTLS) framework impacts the collaborative skills of pre-service science and mathematics teachers in Nigerian higher education institutions, focusing on integrating mathematics into science education. The research assesses MTLS’s role in developing pedagogical content knowledge (PCK) tagged as instructional delivery and collaborative skills, including teamwork, communication, and problem-solving. Data were collected through questionnaires and a rating scale from 100 pre-service science and mathematics student teachers, at 300 and 400 levels, through a stratified random sampling technique. Results show mean scores from 2.73 to 3.71 which reflect moderate to high collaborative proficiency, ability and confidence to integrate mathematics into science education. While empirical evidence suggests MTLS significantly enhance instructional delivery of PSMST in science education (β = 4.481; t = 2.259; p < 0.05), no significant difference in collaborative skills was found between science and mathematics pre-service student teachers. The study concludes that MTLS effectively fosters collaborative skills, improving instructional delivery and interdisciplinary teaching. Expanding MTLS implementation is recommended to enhance the collaborative abilities of pre-service teachers and benefit STEM education.

Entrepreneurial Competencies of Library and Information Science Undergraduates in Nigeria

Olaronke O. Fagbola — 2024-12-26

Increasingly, undergraduates in Nigerian universities are required to undergo compulsory training in entrepreneurship education to develop skills that could lead to job creation, economic growth, and enhance their employability upon graduation. However, despite the significance attached to entrepreneurship education in Nigeria, little is known about the entrepreneurial competencies of Library and Information Science undergraduates in Kwara State. The sample included 412 Library and Information Science undergraduates from three purposively selected universities in Kwara State. The findings revealed that the respondents were aware of various entrepreneurial opportunities within the Library and Information Science discipline. Some identified entrepreneurial competencies of the respondents included initiative, creativity and innovation, integrity, and communication and networking skills, among others. The study recommends that university management should improve the infrastructural facilities available for entrepreneurship education in their respective institutions to enhance the training and practical experience that undergraduates receive. Additionally, university management needs to increase funding for entrepreneurship education. This improvement would significantly encourage and boost undergraduates’ participation in the programme.

Assessment of Testing Competency and Associated Training Needs of In-Service Secondary School Teachers in Kwara State

Yusuf Olayinka Shogbesan — 2024-12-26

The study assessed the test construction skills, testing competency level and the training needs of in-service secondary school teachers in kwara state. Using the survey research design, the population comprised all in-service secondary schools teachers in Kwara state with a sample size of one hundred and eighteen (118) teachers in Ilorin west area selected using stratified random sampling techniques with gender as strata. The study answered three research questions and tested two research hypothesis. An instrument titled: Test construction competency scale was used to obtain information as well as open ended item on the training needs of the teachers. The study found out that the most frequently possessed test construction skills is that they have the ability to “Consult standard textbook in the subject for guide” and can “Give clear instruction to guide the test items” as well. However, the least possessed skills are that they mostly lack the ability to “Avoid gender stereotypes in the test items” during test development stage, “Limit essay tests to high level objectives” and are “not comfortable giving students test items for marking” among others. The result further shows that there is a high level of testing competency among the in-service secondary school teachers in the state. Also, there is no difference in the testing competency level of in-service secondary school teachers in Kwara state base on gender and their year of teaching experience. The study therefore recommended that there should be regular in-service training for teachers to update their assessment skills.