164 pubs · 1,056 cites · h-index 16
The rapid advancement of artificial intelligence (AI), particularly generative AI tools such as ChatGPT, has fundamentally reshaped English Language Teaching (ELT) practices worldwide, yet the intellectual landscape of this research domain remains fragmented at a global scale. This study aims to map the development, intellectual structure, and emerging thematic trends of AI research in ELT from 2018 to 2025. A bibliometric analysis combined with Latent Dirichlet Allocation (LDA) topic modeling was performed on 1,622 articles retrieved from Scopus and Web of Science following the PRISMA 2020 protocol. Performance analysis and science mapping were conducted using VOSviewer 1.6.20 and the Bibliometrix R-package, while LDA topic modeling was implemented in Python (Gensim 4.3). Results reveal an exponential growth of publications, with a 168% increase following the release of ChatGPT in November 2022. The United States, China, and the United Kingdom dominate productivity, while Indonesia and Kazakhstan emerge as growing contributors within the Asian collaboration cluster. LDA identified eight dominant topics (k=8, C_v coherence score=0.61), with "Generative AI and Writing Feedback" and "Chatbots and Conversational Practice" representing the most active post-2022 research fronts. The study contributes a comprehensive intellectual map of AI-ELT research and identifies underexplored areas as priorities for future research
Research demonstrates improved student performance and achievement through a differentiated instruction model, suggesting benefits for diverse learning needs.
One-Group Pretest-Posttest analysis revealed improved learning outcomes in science and social science, indicating project-based learning's effectiveness.
This article examines AI's impact on student autonomy and learning in Sudbury model education, suggesting ethical integration is crucial.
Bibliometric analysis explores digital technologies' role in fostering national identity and patriotism in youth.
Quantitative assessment confirmed valid digital literacy HOTS profiles in 95 engineering students, suggesting insights for interventions.
Introduction . Neuro-digitalization of education is the process of introducing, testing and improving digital technologies in education and the principles of learning and devices based on them, that plays an important role in the modern development of both school and university education. It includes also implementing of the principle of subjectness and related principles of modern education (individualization, humanization, activation). Purpose setting. In modern psychological and pedagogical science and practice, the tasks of studying and ensuring the subjectness of students in the process of neuro-digitalization of education have been set and solved, however, there is no systematic study, an integrative model of the subjectness of students in the process of neuro-digitalization of education. The purpose of the study is to analyze the phenomenon of students’ subjectness in this process. Methodology and methods of the study. The methodological basis of the study is a systematic approach to understanding the phenomenon of students’ subjectness in the process of neuro-digitalization of education. The main research method is a theoretical analysis of discussed phenomenon in this process. Results . Some personal, interpersonal, educational and professional competencies and the subjectness of students themselves are not fully formed and developed (many not only schoolchildren, but also students find it difficult to openly declare their needs / states and positions / goals and values (self-disclosure), it is also difficult to evaluate / reflect on their activity, bear or assign responsibility, present themselves and the results of their educational and professional work (self-presentation), self-determine and identify themselves as future specialists and individuals. Thus, it is important to note the importance of transforming the academic environment and relationships in it in accordance with the objectives of ensuring the subjectness of students, including in the process of neuro-digitalization of education. Conclusion . An integrated understanding of the main, typical conditions that contribute to and hinder the formation and development of students’ subjectness in the process of neuro-digitalization of education is an important step towards ensuring the quality of education. The prospects for the study are related to the development and testing of a system-activity model of students’ subjectivity in the process of neuro-digitalization of education.
English-medium instruction (EMI) has become popular in educational settings worldwide and has attracted scholars' attention, prompting them to investigate factors influencing student comprehension in EMI classrooms. This paper identifies the factors influencing students' use of English in EMI classrooms, which has become a significant issue within the field. The study's data were collected based on the results of interviews with English language teachers in Astana, and a thematic analysis was performed. It was determined that task comprehension, the teacher's level of English skills, and comprehension of terminology and lessons affect the students' English language comprehension according to teachers' perceptions. It was found that the identified factors can have both positive and negative effects. This study aligns with broader issues on the internationalization of higher education and the growing prevalence of English as a global language. It synthesizes research findings to identify key factors influencing student understanding in EMI classrooms from the teachers' perspective, providing key insights and recommendations for further research.
Today, the issue of the consequences and conditions for the education digitalization productivity is one of the most pressing and complex issues, despite the insufficient degree of study. Modern education faces with the need to implement a competency-based approach, which involves redesigning educational programs making an emphasis on key competencies. They contain cognitive skills that form students’ general cognitive competence, including critical thinking, analysis, information synthesis and problem solving. Digitalizing education in higher learning institutions opens up new opportunities for developing these skills, making the educational process conscious, structured and effective. However, for the successful implementation of digital technologies, one must meet a number of conditions. The most important of them are availability of modern technical infrastructure, training teachers to use digital tools, adapting methodological approaches, ensuring an effective assessment and monitoring system. These conditions ensure not only the high-quality use of technologies, but also their integration into the educational process, which contributes to a deeper and more comprehensive development of students’ cognitive competencies. Thus, digitalization can significantly increase the education productivity if people meet all the necessary conditions.
This study investigates the development and efficacy of a virtual DC motor laboratory aimed at enhancing practical learning in electrical machines. Key aspects of the literature review emphasize the increasing adoption of digital simulations in education and the effectiveness of virtual labs in technical training. The primary research question is whether the virtual simulator can achieve learning outcomes comparable to traditional physical laboratory tools. Hypotheses posit that students using the virtual DC motor laboratory will demonstrate equivalent learning outcomes compared to those using traditional teaching aids. The study employs a quasi-experimental design following the ADDIE model for development, with a sample size of 32 students—19 in the control group and 13 in the experimental group. Results indicate significant improvements in learning outcomes across both groups, with no statistically significant difference observed between the virtual simulator and traditional methods in post-test assessments. These findings underscore the equivalence of virtual and physical tools in enhancing practical learning in electrical machine practice. Virtual labs offer scalable solutions for educational institutions seeking to modernize their curriculum, crucial in preparing students with relevant skills for the evolving demands of the workforce in electrical engineering and related fields.
Soft skills play a crucial role in language learning, as they contribute significantly to a learner's ability to effectively communicate, collaborate, and adapt in a multicultural and multilingual environment. This paper explores the intricate relationship between soft skills development and language acquisition. By analyzing the impact of soft skills such as communication, critical thinking, empathy, and cultural awareness on language learning outcomes, this study aims to shed light on the importance of integrating soft skills training into language education programs. Through a review of relevant literature and case studies, this paper highlights the positive influence of soft skills on language proficiency, intercultural competence, and overall learning success. The findings underscore the need for educators to foster the development of soft skills alongside language skills to empower learners to thrive in diverse linguistic contexts. Soft skills are essential to language learning success because they improve learners' ability to communicate effectively, collaborate, and adapt to diverse cultural and linguistic environments. This article explores the significance of language acquisition through soft skills using a questionnaire comprising 14 questions categorized into 3 main sections. Each section contains 4 questions about a particular aspect that was randomly assigned. Responses were gathered from a diverse sample of individuals from universities and colleges in Kazakhstan. The findings of this study offer a preliminary investigation into the effectiveness of language learning through soft skills and suggest potential avenues for future research.
This study aims to determine the factors that influence the mathematics achievement of grade 4 students in Indonesia at the student and school level using Trends in International Mathematics and Science Study (TIMSS) 2015 data. Sample in this study were all grade 4 students in Indonesia who participated in TIMSS 2015. There are 4,025 students from 230 schools. The TIMSS 2015 data used in this study was analyzed using a multilevel model (MLM) using the R package ‘lme4’ software. The results of this study indicate that i) the school visited by each student accounts for the majority of the variance in the mathematics achievement of Indonesian grade 4 students (51%); ii) factors related to students’ self-construction of mathematics such as attitude-toward mathematics (ATM) and self-concept and factors related to schools such as socioeconomic status (SES) school, self-concept school, school readiness, general school resources, and teacher education level was found to influence students’ mathematics achievement positively and significantly, where self-concept school was the strongest predictor compared to other predictors; and iii) variables at the student and school level explain 35% of the total variance in Indonesian grade 4 students’ mathematics achievement.
This article provides valuable insights into the professional identity of modern teachers. The actual problem of a modern teacher is his professional image, which ensures the status of a teacher in society. The article reveals the meaning of the concept of “image”, the history of the origin of the term, and its introduction as a phenomenon of social expression. The role and importance of developing the professional image and its components in the modern education system are considered. This study answers three research questions about the role of the image in the teacher’s professional activity, what is the teaching nature of the other half of the image, and how self-esteem in the educational process affects the development of a professional personality. It aims to integrate and synthesize the research findings presented for a comprehensive understanding of the topic. Research findings suggest that teacher professional identity can provide valuable insights into the long-term development and adaptation of professional identity in response to changing educational landscapes and societal expectations.
The purpose of this study is to analyse the issues of self-development and improving self-efficacy during travel. It also explores learning opportunities for the educational tourism industry because of its advantages for human health, particularly for coping with burnout. The research method is a theoretical analysis of the secondary data. This study considers such terms as tourism, self-development, self-efficacy, hybrid tourism, Virtual Reality (VR) technology, and burnout. At this stage, there are studies demonstrating the interaction between tourism psychology and education. As a practice with strong change characteristics, tourism can temporarily change a person's identity and re-recognize oneself, thereby helping to enhance self-efficacy and change and improve oneself in the direction, degree and intensity required. This article discusses several subsections as research results such as people who need self-development while travelling, types of tourists, understanding traveler identity through educational psychology, tourists’ self-development path process, VR technology and hybrid tourism, VR technology-supported in education, and combating burnout at work with tourism. By the end of this study, the authors recommend future possible research directions. Бұл зерттеудің мақсаты саяхат кезінде ӛзін-ӛзі дамыту және ӛзіндік тиімділікті арттыру мәселелерінталдау болып табылады. Ол сондай-ақ адам денсаулығына, әсіресе күйзеліспен күресуге арналған артықшылықтарына байланысты білім беру туризмі индустриясының оқу мүмкіндіктерін зерттейді. Зерттеу әдісі –қосымша мәліметтерді теориялық талдау. Бұл зерттеу туризм, ӛзін-ӛзі дамыту, ӛзіндік тиімділік, гибридтік туризм, виртуалды шындық (VR) технологиясы және күйіп кету сияқты терминдерді қарастырады. Бұл кезеңде туризм психологиясы мен білім берудің ӛзара байланысын кӛрсететін зерттеулер бар. Күшті ӛзгеру сипаттамалары бар тәжірибе ретінде туризм адамның жеке басын уақытша ӛзгерте алады және ӛзін қайта тануы мүмкін, осылайша ӛзін-ӛзі тиімділікті арттыруға және ӛзін қажетті бағытта, дәрежеде және қарқындылықта ӛзгертуге және жақсартуға кӛмектеседі. Бұл мақалада саяхат кезінде ӛзін-ӛзі дамытуға мұқтаж адамдар, туристердің түрлері, білім беру психологиясы арқылы саяхатшының жеке басын түсіну, туристердің ӛзін-ӛзі дамыту жолы, VR технологиясы және гибридтік туризм, білім беруде VR технологиясы қолдау кӛрсететін зерттеунәтижелері және туризммен жұмыста шаршаумен күресу қарастырылады. Осы зерттеудің соңында авторлар болашақ ықтимал зерттеу бағыттарын ұсынады. Целью данного исследования является анализ вопросов саморазвития и повышения самоэффективности во время путешествий. В нем также исследуются возможности обучения для индустрии образовательного туризма из-за ее преимуществ для здоровья человека, особенно для борьбы с выгоранием. Метод исследования –теоретический анализ вторичных данных. В данном исследовании рассматриваются такие термины, как туризм, саморазвитие, Абай атындағы ҚазҰПУХабаршысы,«Жаратылыстану-география ғылымдары» сериясы, No1(79), 2024ж.147самоэффективность, гибридный туризм, технология виртуальной реальности (VR) и выгорание. На данном этапе проводятся исследования, демонстрирующие взаимодействие психологии туризма и образования. Как практика, характеризующаяся сильными измене-ниями, туризм можетвременно изменить личность человека и заново узнать себя, тем самым помогая повысить самоэффективность, а также изменить и улучшить себя в требуемом направлении, степени и интенсивности. В этой статье рассматриваются несколько подраз-делов в качестве результатов исследований, таких как люди, которым необходимо само-развитие во время путешествий, типы туристов, понимание идентичности путешественника через педагогическую психологию, процесс пути саморазвития туристов, технология VR и гибридный туризм, поддержка технологий VR в образовании. и борьба с выгоранием на работе в сфере туризма. К концу этого исследования авторы рекомендуют будущие возмож-ные направления исследований.
This study investigates the perceptions of higher education students regarding an interactive DC (Direct Current) motor simulator, shedding light on the evolving landscape of virtual education. By utilizing five aspects of learning dimension, visual elements, software functionality, usability, and portability of a four-point Likert scale questionnaire, the research uncovers a generally positive reception of the simulator among students, who view it as a valuable complement to traditional hands-on laboratories, enabling self-paced learning and offering repeatable experiments in a safe environment. Nevertheless, our research highlights notable concerns, such as challenges related to user interface design and pre-installation software. These findings offer crucial insights into the strengths and limitations of a DC motor simulator in higher education, providing guidance for educators and instructional designers striving to optimize digital learning experiences.
This study investigates the innovative work behavior (IWB) of marine lecturers, considering work motivation (WM), organizational culture (OC), and soft skill competence (SSC). Data from 145 respondents representing ten higher education polytechnics in Indonesia were analyzed using partial least squares-structural equation modeling (PLS-SEM). Respondents answered 54 Likert-scale questions, revealing that SSC significantly shapes IWB (estimated value: 0.504), primarily through problem-solving ability. However, WM showed no significant impact on IWB, possibly due to non-influential dimensions like science, technology, environment, and society. Incorporating technological developments as moderating variables could enhance this relationship. Notably, SSC and OC exhibit crucial relationships with IWB, highlighting their importance over WM. These findings shed light on the complex dynamics influencing IWB among marine lecturers, emphasizing the significance of SSC and OC in fostering innovation in the maritime education sector.
The use of STEM approaches based on local wisdom is a trend in itself in the multicultural country of Indonesia. The collaboration between the two became one of the builders in strengthening character building strategies with the STEM-LW relationship. This study aims to see the direction of the trend of STEM-LW character research over time. This research is an in-depth literature study research using bibliometric analysis techniques. The stages in the implementation include preparation, data collection, data management, data extraction, data visualization, and data conclusion drawing. Analysis techniques using manual investigations and bibliometric analysis with the help of supporting software Publish or Perish, Reference Manager Zotero, and VOS viewers. The results showed of 750 total publications in the period 2007-2002 which came from 3 indexers. The total articles after submission were 467 articles that met the requirements with STEM-LW character keyword. journal articles are predominantly from Indonesia with three developmental periods, namely the pioneer period, the development period, and the stable period. Development being the top item that appears most often in the article, and perception is the relevant palng item. The direction of STEM-LW character research is towards education, including development, analysis and implementation in learning. Development research trends are in item analysis, effectiveness, ability, impact, creativity, and stem approach. The clusters that are most often used as side topics in research are class I and II. No impact emphasizes STEM-LW on character.
The topic of the impact of online language learning on psychological well-being is gaining increasing attention due to the shift towards digital learning platforms. Online language learning offers convenience, flexibility, and a wide range of resources, which can positively influence individuals' self-confidence, cultural understanding, and sense of achievement. This study examines the influence of online language learning platforms on psychological aspects. The study was conducted through a google form survey consisting of 10 questions in Almaty, Kazakhstan. Research shows that using online language learning platforms can make people feel happier and less stressed. Learning a new language online reduces loneliness and provides confidence. These platforms can also help improve communication skills and understanding of different cultures. Setting goals, tracking progress, and receiving rewards on these platforms can help keep people motivated and interested in the learning process. The results, presented through tables and detailed analysis, indicate the positive impact of online language learning on reducing feelings of isolation, enhancing stress levels, and improving communication skills. The findings shed light on the potential benefits of online platforms in promoting psychological well-being through accessible learning opportunities.
Gamification in the educational process has attracted the attention of educators and policymakers over the past three decades because it can increase student motivation and engagement in various academic tasks. Intrinsic and extrinsic motivations have a special effect on the cognitive abilities of students in learning outcomes and improve overall academic performance. Motivation, which is an important means of achieving learning goals, motivates students according to their interests. Since students have different perceptions of information, they can choose their activities based on their learning preferences. This article provides an overview study on using gamification in education for personality development. According to the research topic, ten gamified learning cases are analysed and the relevance of digital gamification in education is identified. This study focuses on gamification's influence on personal development through learning, gamification in learning and business, the role of gamification in education and the role of the English language in business by implementing gamification. As a result, the authors highlight the role of English in business and the use of gamification in language teaching as a foreign language. In addition, the authors identify research gaps and suggest potential future research directions in this area.
The article concentrates on the relationship between self-determined motivation and language learning. It focuses on different types of motivation such as intrinsic and extrinsic motivation and how they affect students' engagement and performance in language learning. The study was researched through a Google form survey consisting of 10 questions. The study examines a model of self-determination theory that emphasizes autonomy, competence, and relatedness in the development of motivation. In addition, the article discusses the relevance of understanding integrative and instrumental motivation in the context of language learning. The article also highlights the importance of self-determined motivation in developing autonomous language learning and increasing students' readiness for language learning. The research is based on the model of self-determination theory, which emphasizes autonomy, competence and interconnectedness as key elements contributing to motivation. In addition, the article emphasizes the importance of understanding integrative and instrumental motivation in language learning. It also highlights the key role of self-motivation in language learning and increasing students' readiness to master the language.