Kategorie: SETE

Uncovering the potential of the Google Search Engine for L2 learning and L2 translator training

David Mraček

The paper presents a study investigating the use of the Google Search Engine in L2 translation and L2 learning. A group of undergraduate students in Tourism Management was introduced to three tips for effective Google search as part of their optional course in the basics of translation. A week later, half of the students attended a session devoted to further practice of the tips. Later, both groups were asked to translate a short text from Czech, their native language, into English with the assistance of the Google Search Engine. Drawing on the participants’ translations, written protocols and search histories, the study analyses their online behavior during L2 text production, providing examples of successful applications of search strategies and explaining cases where online search techniques failed to connect effectively with the user’s language skills and reflection.

Students´ Language Needs Analysis as a Motivation Mover – Czech and Taiwanese Case Study

Miloslava Cerna, Chi-Jen Lin

The paper discusses a proved pedagogical scenario on active involvement of students into the learning process by formulating their needs and expectations and sharing experience on individual subjects at the introductory lesson at the beginning of semester. This study investigates students´ language learning behaviour, their approach and motivation in Czech and Taiwanese university environment. The paper focuses on students´ experience in utilization of online study material and correlation between their needs in practising individual language competences and their level of language competence.

A mixed qualitative-quantitative research was conducted. Data collection consisted of the survey based on the key tool, which was a questionnaire on Students´ language needs and a follow up-discussion on students´ experience, expectations and perceived potential benefits of on-line sources as well as traditional teaching/learning approaches.

The output of the study brought the following conclusions. The case study has shown that students´ learning background, experience and behaviour was different in several analysed areas in two compared environments but highly inspiring and leading to the fruitful discussion enlarged with an intercultural dimension. The tutors’ interest in students´ needs proved to be a motivating factor enabling students to think of their language needs, formulate them and discuss them so that they could adapt and widen their language learning habits.

Reflection of HCI in Foreign Language Teaching

Sarka Hubackova

The present time is significantly influenced by the development of information and communication technology, that allows us to access a huge amount of information and widen our possibilities. Using advanced digital technology has become an essential tool of advancement in every branch. Students consider ICT as a commonplace, as an integral part of their lives. The organization of the study is influenced by this fact, for example, consultations are agreed through email correspondence, submitting of assignments also works on an online basis.

The biggest focus of Human-computer interaction (HCI) as a multidomain discipline is put on a user interface. The interconnection with IT science world shall be obvious. We even today in times of modern technologies, even better computers and cell phones know, or at least suspect, that there is always something remaining for improving. We aim to mediate the communication between human and computer in such a way, that it would be as most intuitive and natural.

Students consider ICT as a commonplace, as an integral part of their lives. The organization of the study is influenced by this fact, for example, consultations are agreed through email correspondence, submitting of assignments also works on an online basis. We tried to explore the current state of the use of multimedia in teaching and learning with research. We focused primarily on what devices students use most frequently. To identify the relationship of students to ICT and to determine students‘ views on teaching supported by ICT, we used the method of a questionnaire in such a process. The paper brings a short reference to another grasp of the problematic nature of effectiveness in an educational process. The final part of the paper deals with the possible effectiveness of eLearning which may – under certain circumstances – be a bit higher than the effectiveness of face to face teaching.

EFL writing assessment: Peer assessment vs. Automated essay scoring

Meixiu Lu, Qing Deng, Manzhen Yang

This study aimed to explore problems and potentials of new technologies in English as foreign language (EFL) writing education. Forty-six students as a foreign language (EFL) learners in a Chinese university participated in this study. They submitted their draft to Pigai Network and Scholar Network separately and received automated essay scoring (AES) and peer assessment (PA) feedback. Results showed a moderate, positive partial correlation between PA and AES, controlling for performance level. The EFL learners in China preferred AES over PA. These findings raise several relevant issues in how to improve peer assessment feedback effectively, such as writing rubric in peer assessment, specialized peer assessment tool, technology assistant and peer feedback.

Dimensions of Learning Organization in Relation to Learning Time – Cross-sectional Study at Secondary Schools from the Czech Republic

Vaclav Zubr

The measurement of the learning organization with the Dimensions of Learning Organization Questionnaire (DLOQ) hasn’t been dealt with very much in the Czech Republic. This study’s aim was to conduct a questionnaire survey with DLOQ at secondary schools in the Czech Republic and to evaluate the time devoted to learning in these organizations. Respondents were approached via e-mail addresses obtained from the rehearsals of secondary schools in the Czech Republic. A total of 121 respondents the Czech Republic participated in the study. Most of them were employees aged 51-60 (47.11%), university graduates (95.04%) and managers (71.90%). When comparing the learning time, more than 40% of respondents spend 11-20 hours per month with learning. Using t-test among the respondents with different learning time, a statistically significant difference (1-10 hours per month versus 36 and more hours per month: p = 0.049, 21-35 hours per month vs. more than 36 hours per month: p = 0.012) was found.

Applying the Teach-back Method and Mobile Technology to Support Elementary Students’ Mathematics Problem-solving Strategies

Chiung-Ling Tung, Chiou-Hui Chou, Su-Jiann Yang, Chiu-Pin Lin

A great amount of elementary students encounter failure to solve mathematical problems because they cannot understand the meanings of the problems. As indicated, problem-solving is the core of the mathematics curriculum. Thus, students need to develop reading comprehension ability to solve mathematics problems. The teach-back is a constructive method that can help students present the understanding of a certain topic through dialogues. This study investigated the effects of the teach-back approach, exploring elementary students’ mathematics learning efficacy of problem-solving and attitudes towards an interactive learning platform, HiTeach. The participants in this study were six-graders from a public school in Taiwan. There were twenty-four participants in the experimental group and twenty-four participants in the control group. The results indicated that students in the teach-back approach group performed better than those in the traditional collaborative group. Moreover, the teach-back approach helped students in comprehending the meaning of questions in problem-solving.

A case study on how Greek teachers make use of Big Data Analytics in K-12 education

Anna Mavroudi, Spyros Papadakis

Big Data Analytics can help teachers to make better and informed decisions. Several recent articles in the field of technology enhanced learning concern this potential, yet little is known about how teachers actually make use of Big Data Analytics in their school to support themselves and their students. To compensate for this gap, this paper focuses on the actual uses of Big Data Analytics by active schoolteachers. Thirty teachers who live in Greece participated in survey about their usage of a) Big Data analytics and b) online learning environments which capture student data. The data were analysed using mixed methods. Main findings reveal that the schoolteachers are storing and actively using student data as well as Big Data which involve the support of the teaching- learning process. Also, it became clear that teachers use Big Data Analytics for two main distinctively different purposes: to cover teaching-learning aspects and to complete administrative tasks. Finally, it emerged that a small number of teachers is archiving digital multimedia. Consequently, a need arises for appropriate analytics and relevant privacy frameworks. Other practical implications of the findings of this work touch upon the design of teachers ‘development programs in Big Data and their analytics.

Influence of the type of organizations on their readiness for implementing Industry 4.0

Majid Ziaei Nafchi, Hana Mohelska

Many studies have been conducted about Industry 4.0 and also about readiness and maturity models. The available studies are mostly from the technological point of view. Nonetheless, the organizational culture dimension of Industry 4.0 has some importance and requires more attention. The goal of this paper is to find out if the type of an organization impacts the innovative culture and subsequently the readiness of the organization for implementing industry 4.0. Results confirm that in fact the innovative organizational culture according to the index of organizational culture does depend on the type of an organization, and therefore type of the organization affects the readiness of the organization for implementing Industry 4.0.

Education Needs in Context of Migration and Industry 4.0 in Selected EU Countries

Libuse Svobodova, Martina Hedvicakova, Alfiya Kuznetsova

Migration is a phenomenon of the 21st century. A lot of countries are looking for an effective solution to solve it. The use of information and communication technologies (ICT), which plays a key role during the fourth industrial revolution is one of the options. ICT have a crucial role in societal and technological progress. If domestic countries use ICT and modern technologies that are encouraged, their people will be able to use advanced technologies more than in countries where they are not used to such an extent. For this reason, the Digital Adoption Index (DAI) results for selected countries were evaluated in the article. The DAI is a worldwide index that measures countries’ digital adoption across three dimensions of the economy: people, government and business. The aim of the article is to compare all countries from Visegrad group and from Germany. Migrants in the Czech Republic and in Germany were connected with Digital Adoption Index and DAI People sub-index from countries of their origin were evaluated into deeper evaluation.

Expert-Oriented Digitalization of University Processes

Raine Kauppinen, Altti Lagstedt and Juha Lindstedt

Digitalization challenges the way business processes are seen. The potential for enhancement is recognized even in business areas that traditionally have little to do with IT. Even though universities have long traditions of how work is organized, they have not been eager to adopt digitalized processes. Because core processes of universities rely on highly skilled experts, digitalizing processes is not as straightforward as in more mechanical work. We developed an expert-oriented digitalization model (EXOD) for university processes’ digitalization and tested it using a case study. After digitalizing a core process, we interviewed the experts involved. The results show the usefulness and adaptability of the model. Based on the results, we recommend future studies be done to refine and test the model more comprehensively. Also, based on the adaptability of the model, we recommended it as a baseline for university process digitalization projects in general.