Corpus-based Feedback in Elementary English Writing: Impacts on Performance and Learner Attitudes

Objectives The purpose of this study is to verify the direct impact of parents' academic achievement pressure on elementary school students' career maturity and the mediating effect of learning attitude in this relationship. Methods For this purpose, 1,346 6th grade elementary school students who responded to the 13th year (2020) data of the Korean Children's Panel were selected as research subjects. Data analysis methods included descriptive statistical analysis, correlation analysis, confirmatory factor analysis, and structural equation model analysis using SPSS 26 and AMOS 29 statistical programs. Results The main research results through this are as follows. First, the significant negative impact of parental academic achievement pressure on elementary school students' career maturity was identified. Second, parents' academic achievement pressure had a positive significant effect on elementary school students' learning attitude. Third, elementary school students' learning attitude was found to have a positive significant effect on career maturity. Fourth, the mediating effect of parents' academic achievement pressure was verified as having a significant effect on career maturity through elementary school students' learning attitude. Conclusions This study is significant in that it identified the structural relationship between parents' academic achievement pressure, elementary school students' learning attitude, and career maturity, and at the same time confirmed the importance of elementary school students' learning attitude by verifying the mediating effect of learning attitude. Through this, we aim to provide basic data to elementary school students to improve their career maturity by lowering the level of parental academic achievement pressure and providing measures to increase their learning attitude.

This research aimed to describe the approach of effective and ineffective teaching approaches used by EFL teacher as perceived by the students. This research was designed using qualitative research. This research applied the purposive sampling technique by considering students’ English Achievement. The subject of this research was the seventy-five students of the secondary school in Maros regency, South Sulawesi, Indonesia. The data was collected through class discussion and focus group discussion. In analyzing the data, the researchers used qualitative data analysis. The results of this research suggest EFL teachers’ use four effective teaching approach used by EFL teacher in the secondary school; they are communicative, cooperative learning, audio-lingual, and simulation and games. The students believed these approaches stimulate the students’ activeness and participation in the classroom. There is three ineffective teaching approach used by EFL teacher in the secondary school; they are lecturing, grammar translation, and direct teaching.

The study explores the effects of extensive reading (ER) on EFL college students of elementary or pre-intermediate level in learning attitudes, reading habits, and reading performances by undertaking a classroom action research in conjunction with both quantitative and qualitative methods. The ER practices were integrated in existing intensive reading (IR) curriculum, to investigate the influence on the students' learning attitudes and reading habits with the use of graded readers (GR) and books for native English speaking children (BNESC). The students' reading proficiency and reading fluency were also explored after the treatment. The study was divided into three stages—Pilot Study One, Pilot Study Two, and the Main Study. Pilot study one aimed to recognize the college students' reading habits, learning attitudes, and reading proficiency, which helped the teachers tailor appropriate instructional approaches and class materials. Pilot study two aimed to design and select eligible test instruments in order to objectively assess the participants’ reading proficiency. A total of 113 non-English major sophomores from four intact classes participated in the main study which lasted for a semester. There were two ER classes (1 Level A class, and 1 Level B class) and two IR classes (1 Level A class, and 1 Level B class). The ER groups were exposed to GR and BNESC during sustained silent reading (SSR) session in the last hour of the weekly three-hour course following the two-hour skills-based or IR instruction, adopting a school-designated textbook. The comparison groups were taught with the school-designated textbook in the first two-hour, and were directed to review the reading texts in the textbook and complete a workbook exercise in the last hour of the weekly three-hour course session. Both quantitative and qualitative data were collected, including the class term grades of the first semester in Fall 2012 (i.e., mean scores combining the unified online midterm and final exam grades) before treatment, Vocabulary Size Test, several English reading comprehension tests, a speed reading test, pre- and post-treatment surveys, teacher’s logs, and students’ written reports. The study adopted a two-way ANOVA with repeated measure analysis to examine the effects of ER on reading proficiency, reading habits, and attitudes toward the ERP and toward English learning in general. The overall results of the study displayed that, after the treatment, (1) the ERP had a positive influence on the college students of elementary or pre-intermediate level in reading comprehension based on a norm-referenced test result (i.e., CSEPT). In particular, the Level A ER group (or E1) made a significant gain in comparison with the other three groups. (2) Both of the ER groups outperformed the IR groups on the teacher-designed post-reading test while no significant difference was detected between the groups of different levels. (3) The Level B ER group (or E2) made a significant gain on the publisher’s custom-made reading test compared with their counterpart group (or C2) while no significant difference was found between the ER groups. (4) The reason for the non-significant difference between the ER groups on the teacher-designed post-reading test and publisher’s custom-made reading test could be attributed to the fact that E2 read much more GR than E1. (5) Neither ER nor IR groups demonstrated any significant differences in terms of their reading speed after receiving the instructions. However, groups of different levels showed significant difference. (6) There was significant improvement on both ER groups in reading habits, attitudes toward the ERP and English learning in general. (7) Students expressed that teacher-selected class readers were harder than and not as interesting as those selected by themselves. (8) Reading paper-back GR or BNESC was more suitable and viable than reading free online books for the students in the study. Pedagogical implications were proposed for teachers at technological universities or technical colleges in similar educational contexts alongside the research findings.

<p>The purpose of this study is to determine the mental models of elementary school students on seasons and to analyze how these models change in terms of grade levels. The study was conducted with 294 students (5<sup>th</sup>, 6<sup>th</sup>, 7<sup>th</sup> and 8<sup>th</sup> graders) studying in an elementary school of Turkey’s Black Sea Region. Qualitative and quantitative data collection methods were used in the study. The students first were asked 3 open ended questions (one of them was a drawing) in order to determine their mental models on seasons. Following this, the students took an achievement test on seasons that consisted of 4 multiple questions. Quantitative data were analyzed by SPSS 20.0 while the qualitative data were analyzed by the researchers by using content analysis technique. The results of the study showed that the students construct the formation of seasons in various ways in their minds. However, differently from the literature, the presence of some new mental models was found. For a full understanding of the seasons, the necessity of a set of pre-learnings has been recommended. It will be useful to design basic activities based on hands-on and learning by doing which will enable the most effective learning and to put this in the textbooks in the most suitable way. Additionally tangible physical-scale hands-on models, 3D simulation modeling and planetarium environment should be used in students’ education about formation of seasons.</p>

Аim – to work out the algorithm of prophylaxis of leiomyoma (LM) relapses and rehabilitation of women of reproductive age with metabolic syndrome (MS) in postoperative period. Materials and methods. In research group 130 women with LM and MS (research group) or without MS (comparison group) were involved. The control group consisted of 50 somatically healthy women with normal menstrual and reproductive functions. МS was set on according the following "combined" criteria – criteria of WHO 1999 (impaired glucose tolerance) and criteria of IDF (2009) taking into account the age-related levels of lipids and arterial blood pressure. In venous blood plasma we determined total testosterone, DHEA-S, estradiol, progesterone, FSH, LH, prolactin, using solid-phase ELISA on the "Cobas e 411" and reagents of DRG Diagnostics, Germany. The content of total cholesterol, triglycerides and high-density lipoproteins (HDLP) was determined by a colorimetry method using the "DiaSys" sets (Germany). Before operative interventions the histological and immunohistochemical research was conducted after the aspiration biopsy or separate diagnostic scraping of uterus. Endoscopic surgery was provided in research and comparison group using "Karl Storz" equipment (Germany) on the generally accepted methodology. Results and discussion. The volume of operative intervention and operative access was determined depending on the previous results of endometrial biopsy, sizes and localization of nodules. During the study of the hormonal homoeostasis we revealed increase of estradiol (research group – 429.4±31.2 and comparison group – 320.4±25.3 vs 228.3±24.1 nmol/l in control; р 0.05), but the decline of this index was determined in women of research group and comparison group on the 21-th day of cycle. In addition, pays attention on itself increase of androgens in women with LM and MS as compared to other groups of patients. Revealed increase of LDLP (1.2 times), triglycerides (1.7 times), total cholesterol (1.4 times) and decreased HDLP (1.4 times) reflect negatively on the reproductive function. The immunohistochemical research showed that in the case of MS there was a positive reaction on androgen receptors in leiomyoma cells, particularly in the vessel wall myocytes. We offered our patients the moderate hypocaloric diet and the individually worked out program of fitness. Metformin was added to traditional therapy. The treatment complex lasted from 3 to 6 months. As a result, we observed the decrease of body weight by 10.5±1.8 kg on average, that corresponded 11.4%. Waist circumference decreased in all patients and in average of group consisted 10.2±3.2 сm; hip circumference decreased by 6.6±4.2 сm suggesting the visceral fat lost. We established statistically significant decrease of LDLP cholesterol that undoubtedly is the additional positive result of provided therapy. Efficiency of the offered diagnostic and curative complex for women with LM and MS was estimated by absence of relapses of LM and by incidence of pregnancies. So at the first year of supervision there were no relapses of LM in ІА subgroup (aromatase inhibitor added to traditional treatment), indeed in ІІA subgroup (traditional treatment only) relapses occurred in 6 patients (20%). The pregnancy occurred in 6 (20.0±2.1%) women of ІІА subgroup, and frequency calculated for one cycle of stimulation consisted 16.7%. The stimulation of ovulation using the aromatase inhibitor 2.5 mg/d was more effective: the pregnancy occurred in 11 (36.6±2.4%) women of ІА subgroup, accordingly frequency calculated for one cycle of stimulation – 30.0 %, that 1.8 times more effective due to offered method of treatment. Conclusions. Comorbidity of benign diseases of uterus and MS in women of reproductive age takes place on a background of significant estradiol increase. Immunohistochemical feature of this comorbidity is expression of androgenic receptors in the separate stromal cells of endometrium and cellular myomas. Improvement in diagnostic and treatment algorithm (using aromatase inhibitor for stimulation of ovulation) resulted in prophylaxis of LM relapses and increase of pregnancies as compared to traditional treatment. We offer the algorithm of management of women of reproductive age with benign diseases of uterus and MS: I stage: complex clinical and laboratory assessment; ІІ stage: correction of revealed hormonal and metabolic violations at MS; ІІI stage: add the aromatase inhibitor to the standard treatment for restoration of reproductive function.

This article reports a pre–post comparative study investigating whether the data-driven learning (DDL) approach has different pedagogical effects on grammar students of English as a foreign language (EFL) with different levels of English proficiency. The study entailed a treatment group (TG) of 95 first-year undergraduates who learned grammar using DDL and a control group (CG) of 84 students who received no grammar treatment. Most of the participants were 18 or 19 years old, with only a few outliers, aged 17 or 20. The grammar performance and learning attitudes in both groups (their motivation and self-efficacy) were quantitatively examined through grammar achievement tests and a questionnaire. The data obtained from the groups were then compared at three proficiency levels: high, intermediate, and low. The results of an analysis of covariance show that in grammar performance, the proficiency levels in all the TG students rose significantly and in the posttest they outperformed their counterparts in the CG. However, neither the members of the TG nor those of the CG made any statistically significant improvement in their learning attitudes; no significant differences were found between the groups at any proficiency level. The mixed findings make an important contribution to the field, confirming that DDL is pedagogically suitable for enhancing the linguistic knowledge of university-level grammar learners, regardless of their proficiency, but warning that practitioners who treat the development of learner attitudes (e.g., motivation and self-efficacy) as important should be cautious with this approach.

Aims: This study examined the impact of early child care and development (ECCD) education on psychomotor, affective and cognitive domains of learning in elementary school students.
 Study Design: This descriptive study employed qualitative and quantitative methods.
 Place and Duration of Study: The study was conducted in five schools under Chukha Dzongkhag for a period of one year (2019-2020). 
 Sample: This study involved a survey of teachers and observation of students in 5 schools of Chhukha district. Seventy three teachers were selected to fill out the questionnaire using homogenous sampling technique and 6 students were selected as participants for observation using simple random sampling technique.
 Methodology: Quantitative data were gathered through questionnaires, and documents and artifacts while qualitative data were gathered through observation for this descriptive study. The data collected from questionnaire, document and artifact and observation were triangulated to facilitate validation of data through cross verification and strengthen the findings of the study.
 Results: The results indicated positive impact of ECCD on elementary school students’ academic performance. In particular, the analysis revealed that ECCD education has the highest level of impact on students’ psychomotor performance, followed by affective and cognitive performance.
 Conclusion: In view of these findings, the researchers recommend the ECCD education programme developers and instructors to look for a balanced curriculum that ensure equal development of cognitive, affective, and psychomotor domains of learning.

This study aims to examine the effects of a Novel Engineering (NE)-based AI education program on elementary school students’ computational thinking and learning engagement. A 12-session instructional program was developed and implemented in a fourth-grade classroom at an elementary school. A mixed-methods research design was employed, incorporating both quantitative and qualitative data. Pre- and post-tests were administered to assess changes in students' computational thinking and learning engagement. In addition, qualitative data was collected through instructional materials and in-depth interviews. Interview participants were selected based on high, medium, and low levels of performance in computational thinking and learning engagement. The interviews focused on how students demonstrated competencies in analysis/design and implementation/inference throughout the learning process. The results indicated that the NE-based AI education program had a statistically significant positive impact on both computational thinking and learning engagement with the students. The students actively engaged in problem-solving activities and found the tasks stimulating, which contributed to the enhancement of their computational thinking skills. Furthermore, the appropriate level of task difficulty, opportunities for autonomous participation, and active communication were identified as factors that fostered greater learning engagement. This study demonstrates the potential for developing and applying effective AI education programs to enhance elementary students’ computational thinking and learning engagement, offering valuable implications for future educational practices.

Background: The development of literacy education in Indonesia highlights the need to understand how readers from diverse age groups engage with literary texts, particularly in culturally rich regions such as East Nusa Tenggara. Objective: This study analyzes readers' reception of modern Indonesian literature among three age groups in East Nusa Tenggara: elementary school students, senior high school students, and general youth. Methods: A descriptive qualitative approach was employed using Likert-scale questionnaires, semi-structured interviews, and participatory observation. Quantitative data were analyzed descriptively, while qualitative data underwent thematic coding with triangulation validation. Results: Reception develops according to age and social context. Elementary school students emphasize moral values such as honesty and learning motivation. Senior high school students engage more critically with narrative conflict and character development. General youth readers offer reflective interpretations centered on cultural values and local identity. The honesty aspect obtained the highest Likert mean (M = 4.30), followed by learning motivation (M = 4.21) and empathy (M = 4.18). Implications: Modern Indonesian literature serves as an adaptive medium for fostering literacy, character development, and cultural identity across age groups. Literary integration in educational contexts should consider readers' developmental characteristics to maximize its educational and cultural impact.

The Effect of Contextual Inferencing Strategies on EFL Learners⿿ Attitudes towards Reading

The aim of this research is to find out how learning attitudes, learning motivation, learning strategy, memory and metacognition contribute to upper students’ learning achievement of State Elementary Schools in Banten Province. This research uses a quantitative approach to ex post facto correlation. In this research, questionnaires and documentation were used to collect data. Correlation test using multiple linear regression was used to analyze the data. Based on the results of the research and data analysis that has been carried out, it can be concluded that there is a significant contribution from learning Strategy, memory and metacognition to the learning achievement upper students in elementary schools in Banten Province where the results from the Coefficients table, obtained a significance value of 0.000 t_table of 1.293, so it can be concluded that the Learning Strategy (X3), Memory (X4) and Metacognitive (X5) variables contribute simultaneously to the Learning Achievement variable (Y) while Attitude (X1) and Learning Motivation (X2) do not contribute to Learning Achievement ( Y) . The correlation or relationship value (R) is 0.795. From this output, a coefficient of determination (R2) of 0.632 is obtained, which means that the influence of the independent variables Learning Strategy (X3), Memory (X4) and Metacognition (X5) on the dependent variable Learning Achievement (Y) is 63.2 %. Meanwhile, the remaining 36.8% is influenced by other variables not studied.

A research on some variables regarding the frequency of violent and aggressive behaviors among elementary school students and their families

The purpose of this study is to explore the effect of emotional guidance project classes on elementary school students’ sense of place. To this end, it was designed to recognize and express the emotions and meanings that students give to the space, focusing on emotional guidance activities that visualize individual emotions on a map. The 11th class was applied to one class (20 students) in the fourth grade of a public elementary school in Seoul, and pre- and post-questionnaires, reflections, interviews, and observation records were collected and analyzed according to the mixed research design. As a result of quantitative analysis, statistically significant positive changes were found in the cognitive and behavioral areas, and the affective areas were limited in quantity, but the deepening of place-specific attachment was confirmed in the qualitative data. Throughout the course of the class, students’ willingness to participate and learning commitment were high. These results suggest that the emotional guidance project class is a valid teaching and learning model that cultivates a sense of place in elementary social studies. On the other hand, this study has a limitation in the absence of a comparative group based on the case of a single class, and a comparison of multiple classes and multiple regions and a long-term follow-up study are required for generalization. Nevertheless, this study empirically suggested the possibility of educational use of emotional guidance by showing the process by which emotions experienced by students in school spaces lead to geographic perception and practice.

This study examines the effects of a fine particulate matter education program using digital tools and devices on elementary school students’ environmental competence. Using a quasi-experimental mixed-methods design with 85 sixth-graders in Seoul, South Korea, the study compared an experimental group against a control group over 6 weeks. Quantitative and qualitative data were analyzed. The experimental group showed a statistically significant improvement in overall environmental competence compared to the control group. Significant gains were observed in reflective thinking and insight, creative problem-solving, communication and conflict resolution, and sense of environmental community. However, there were no significant differences in environmental information utilization and environmental sensitivity. The findings suggest that environmental education programs incorporating digital tools and localized problem contexts can effectively promote elementary students’ environmental competence. To ensure sustainable and equitable outcomes, future educational initiatives should address digital accessibility gaps and formally integrate developmentally appropriate content into the national curriculum.

Integrating Digital Technology into Disaster Education and Its Impact on Elementary School Students’ Literacy and Resilience. Indonesia is one of the countries with the highest risks of natural disasters in the world; hence, disaster education in elementary schools is an urgent need. Objective: This study aims to analyze the effectiveness of digital technology-based disaster education in improving the disaster literacy and resilience of elementary school students in areas prone to volcanic eruptions. Methods: This study used a quasi-experimental design with a nonequivalent control group design. The research sample consisted of elementary school students living in disaster-prone areas. The instruments used included a disaster literacy test, a resilience questionnaire, and interviews with teachers and students to strengthen the quantitative results. Data analysis was conducted using a paired sample t-test to examine differences within groups and an independent sample t-test to compare differences between groups. Findings: The results showed a significant increase in the experimental group compared to the control group. The disaster literacy score in the experimental group increased from 47.67 to 82.17, and the resilience score from 58.60 to 80.30. Meanwhile, the control group only experienced a lower increase. The paired sample t-test results showed a significant difference (p < 0.05). The control group did not experience a significant increase in the number of participants. The independent sample t-test also confirmed a significant difference between the two groups in their posttest scores, with an average difference of 15.84 points for disaster literacy and 14.30 points for resilience. Qualitative data supported these results, with teachers rating interactive digital media as facilitating the understanding of evacuation and simulations, while students found the learning more engaging and easier to practice. Conclusion: This study demonstrates that digital technology-based disaster learning is more effective than conventional methods in enhancing the literacy and resilience of elementary school students. The implication is the importance of integrating digital technology into the disaster education curriculum, so that students not only understand the theory but are also able to adapt, be resilient, and take appropriate action when facing disasters in their environment. Keywords: disaster education, technology, digital, disaster literacy, disaster resilience.