elementary school students

  • A Comparison of EFL Elementary School Learners’ Vocabulary Efficiency by Using Flashcards and Augmented Reality in Taiwan

    Author: Cheng-Chang Tsai
    Year of publication: 2018
    Source: Show
    Pages: 53-65
    DOI Address: https://doi.org/10.15804/tner.2018.51.1.04
    PDF: tner/201801/tner20180104.pdf

    With the rapid development of Augmented Reality (AR), an increasing number of studies has been conducted to explore the effectiveness of this technology in the field of education. Few, however, have examined how AR might influence EFL (English as a Foreign Language) learners’ vocabulary learning efficiency. To fill in this gap in the literature, the purpose of this study is to compare traditional English flash cards with the vocabulary learning method of Augmented Reality to see which English vocabulary learning is more efficient for elementary school students. The study was conducted at an elementary school in Taiwan, and the participants were 66 third grade pupils in total. The study was conducted at two stages in terms of data collection. At the first stage, the control and experimental groups took the same English vocabulary test without any teacher instruction as a pretest. At the second stage, the control group used flashcards to learn 20 target English words by themselves in 30 minutes. The experimental group adopted the Augmented Reality 3D effect of 20 target words by themselves in 30 minutes. After that, both groups took the same English vocabulary test again as a posttest. On the whole, Augmented Reality teaching effects apparently excel the effects of the traditional vocabulary learning methods. The results of this study have shown that the learning method of Augmented Reality was more efficient than the learning method using English flash cards at various proficiency levels (high, intermediate, and low) in terms of English vocabulary learning. The learning method of English flash cards had significant differences in high and low level groups as well as intermediate and low level groups, with the exceptions of high and intermediate level groups. It is worth improving children’s English vocabulary learning by using Augmented Reality in their daily lives in terms of mobile learning. 

  • Forms of Cyber-bullying from the Aspect of Cyber-victims – Elementary and Secondary School Pupils

    Author: Jana Makúchová
    Author: Miriam Niklová
    Year of publication: 2018
    Source: Show
    Pages: 150-161
    DOI Address: https://doi.org/10.15804/tner.2018.51.1.12
    PDF: tner/201801/tner20180112.pdf

    The Internet and cyber-space create a platform where a new form has emerged, i.e., bullying, so far occurring mainly within school premises. The study presents results of empirical research conducted at selected elementary and secondary schools in Slovakia in 2017. The aim of the study was to elucidate the most frequent current cyber-bullying platforms and occurrence of individual forms of cyber-bullying with regard to cyber-victims. The research sample consisted of 1004 respondents, aged 10–20 (AM 14.9). Empirical data were collected using the method of questioning in the form of a written questionnaire. We focused on cyber-bullies, electronic platforms and identification of cyber-bullying forms from the point of view of cyber-victims and pupils’ gender and age. It was found out that 24.50% of pupils reported to have been cyber-victimized, girls more often than boys. The most frequent form of cyber-bullying from the point of view of cyber-victims was abusive or offensive language on the Internet and spreading rumours on the Internet.

  • Analysis of Cyber-Bullying Forms by Aggressors in Elementary and Secondary Schools

    Author: Jana Kamenská
    Author: Mário Dulovics
    Year of publication: 2017
    Source: Show
    Pages: 126-137
    DOI Address: https://doi.org/10.15804/tner.2017.49.3.10
    PDF: tner/201703/tner20170310.pdf

    The study maps cyber-aggressors in elementary and secondary schools, with regard to an analysis of cyber-bullying forms. The aim of the presented empirical research was to identify pupils in the research sample who had committed repeated aggressive behaviour towards another person via the Internet, as well as to find out significant differences in individual cyber-bullying forms by gender and attended school forms. The research sample consisted of 390 pupils of elementary schools and 541 pupils of secondary schools. Empirical data were collected with the use of the questionnaire method. 96 cyber-aggressors were identified in the research sample. They were pupils who ticked one or more statements relating to cyber-bullying forms, admitting that they had repeatedly used them. It was found out that the most frequent cyber-bullying form was insults, threats and name-calling in online communication, thus the so-called flaming

  • Peer tutoring for efl learning: a multidimensional analysis of elementary school students

    Author: Kate Tzu-Ching Chen
    Author: Alison Yi-Chen Tsai
    Year of publication: 2015
    Source: Show
    Pages: 189-200
    DOI Address: https://doi.org/10.15804/tner.2015.40.2.16
    PDF: tner/201502/tner20150216.pdf

    This study investigated dimensions of academic performance, learning motivation and learning attitudes by adapting peer tutoring as the major EFL classroom activities in an elementary school classroom. Exams, classroom observation, exit survey and comments after each class were administered as the source of research data. Results indicated that peer tutoring has a positive effect on tutors’ and tutees’ academic performance due to the increase in students’ grades. Students’ learning motivation and attitudes toward EFL learning also increased significantly. On the whole, the use of peer tutoring significantly contributed to better English ability, motivation and attitude.

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