Advanced education: збірник наукових праць, Вип. 24

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https://ela.kpi.ua/handle/123456789/70923

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Перегляд Advanced education: збірник наукових праць, Вип. 24 за Автор "Kornieva, Zoia"

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    Enhancing manuscript quality: common mistakes and best practices for educational research papers
    (Igor Sikorsky Kyiv Polytechnic Institute, 2024) Kornieva, Zoia; Lukianenko, Valentyna; Baklazhenko, Yuliia
    This editorial offers a comprehensive guide for researchers planning to publish in high-impact education journals. It identifies common pitfalls in manuscript submissions and provides practical recommendations to overcome them. The paper emphasizes the importance of aligning with a journal's aims and scope, adhering to submission guidelines, and effectively structuring the manuscript using the IMRAD model. It also addresses weaknesses in various manuscript sections and underlines the significance of citing up-todate sources, detailed methodological descriptions, ethical considerations, and a logical flow between sections. It concludes that respectful communication in response letters to reviewers significantly impacts the publication decision. Additionally, it offers valuable strategies to improve publication success in high-impact education journals.
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    Online foreign language learning based on telecollaborative tasks and projects
    (Igor Sikorsky Kyiv Polytechnic Institute, 2024) Ricardo Casañ-Pitarch; Miguel Ángel Candel-Mora; Demydenko, Olha; Kornieva, Zoia
    The development of new forms of technology has resulted in new methodologies and approaches in pedagogical practices, particularly within the field of foreign language education. This is especially useful in foreign language teaching because it allows students geographically distant to interact remotely. Moreover, the integration of task-based and project-oriented approaches implies a substantial increase in the quality and volume of communicative exchanges in virtual learning environments. This study aims to undertake a comparative analysis of two distinct online groups engaged in the same English B2 level course, although with different pedagogical strategies. While one group engages in collaborative, communicative tasks and a collective project, the other focuses on the individual completion of exercises and drills. Pre- and post-tests were administered to participants of both groups to gauge their linguistic progression. The findings reveal that the group involved in interactive tasks and collaborative projects demonstrated superior advancements in language proficiency. Furthermore, these participants reported an enhanced sense of confidence in their communicative competencies within professional contexts. The study concludes that integrating project-based learning and telecollaborative practices holds considerable potential to enhance the efficacy of foreign language instruction.