International Journal of Learning and Teaching https://www.sproc.org/ojs/index.php/ijlt <p><img src="/ojs/public/site/images/admin/15ijlt.jpg" alt=""></p> <p align="justify"><strong>International Journal of Learning and Teaching (IJLT)</strong> is an international, multi-disciplinary and double blind peer-reviewed journal. IJLT provides a platform for the publication of the most advanced scientific research in the areas of learning, development, instruction and teaching. The journal welcomes original empirical investigations. The papers may represent a variety of theoretical perspectives and different methodological approaches. They may refer to any age level, from infants to adults and to a diversity of learning and instructional settings, from laboratory experiments to field studies. The major criteria in the review and the selection process concern the significance of the contribution to the area of learning and teaching.</p> <p align="justify">&nbsp;</p> <p align="justify">The journal is under the review of Scopus and Web of Science (ESCI). If the journal is accepted to be indexed, your article will also be included in these indexes.</p> en-US Authors who publish with this journal agree to the following terms:<br /><br /><ol type="a"><li>Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a <a href="http://creativecommons.org/licenses/by/3.0/" target="_new"><span>Creative Commons Attribution License</span></a> that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.</li><li>Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.</li><li>Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See<a href="http://opcit.eprints.org/oacitation-biblio.html" target="_new"><span>The Effect of Open Access</span></a>).</li></ol> ijlt.editorial@gmail.com (Assoc. Prof. Dr. Olga Pilli) ijlt.editorial@gmail.com (Ahmet Yılmaz) Fri, 16 Nov 2018 11:06:05 +0300 OJS 3.1.0.1 http://blogs.law.harvard.edu/tech/rss 60 Message from Editor https://www.sproc.org/ojs/index.php/ijlt/article/view/3837 <p>Message from Editor<br>Dear Readers,<br>It is the great honor for us to publish 11th volume, 4th issue of International Journal of Learning and Teaching.<br>International Journal of Learning and Teaching (IJLT) is an international and multi-disciplinary which aims to provide a platform for the publication of the most advanced scientific research in the areas of learning, development, instruction and teaching. The journal welcomes original empirical investigations. The papers may represent a variety of theoretical perspectives and different methodological approaches. They may refer to any age level, from infants to adults and to a diversity of learning and instructional settings, from laboratory experiments to field studies. The major criteria in the review and the selection process concern the significance of the contribution to the area of learning and teaching. IJLT covers all aspects of education; trends in education, the emerging and educational settings, instructional design, learning-teaching methods and applications, instructional multimedia, new education environments, theoretical principles, assessment and evaluation and related fields.</p> Prof. Dr. Hafize Keser ##submission.copyrightStatement## https://www.sproc.org/ojs/index.php/ijlt/article/view/3837 Tue, 30 Oct 2018 00:00:00 +0300 Perceptions of lecturers on grammar with regard to the four skills teaching https://www.sproc.org/ojs/index.php/ijlt/article/view/657 <div> <p class="Els-Abstract-head">Abstract</p> </div> <p>With the rise of communicative approaches in modern educational systems, grammar teaching has started to be a controversial issue among researchers. Whether formal instruction of grammar is essential for learners to attain high levels of accuracy in language learning process still remains as a subject to debate. Therefore, this paper focuses on the perceptions of in-service lecturers about grammar teaching, specifically about effectiveness of grammatical accuracy on writing and speaking activities. Data was collected using a questionnaire which is adapted from Jean and Simard (Foreign Language Annals, Vol. 44, No. 3, 2011) targeted the lecturers’ beliefs and perceptions about the effectiveness of formal grammar instruction. With specific reference to lecturers’ beliefs, this study discusses the data obtained from quantitative analysis of the questionnaire which shed light on this issue. This study reveals that for lecturers, formal instruction of grammar is inevitable to attain high proficiency level in writing activities. For speaking activities, however, lecturers do not think that grammar is an essential part of language learning process.</p> Fatih Yavuz, Kubra Sik ##submission.copyrightStatement## https://www.sproc.org/ojs/index.php/ijlt/article/view/657 Tue, 30 Oct 2018 00:00:00 +0300 Determination of satisfaction level of Electrical and Electronic Engineering students of Southeast University https://www.sproc.org/ojs/index.php/ijlt/article/view/3629 <p>Electrical and Electronic Engineering (EEE) Department of Southeast University (SEU) considers student opinion as an essential component for the continuous quality improvement process of the program offered by the department. Because, students are the most important stakeholder of the department. To get their opinion and feedback about the department, a survey form was designed identifying six broad categories of the factors that determine the student satisfaction level. In each category, there were several questions that were included in the survey form to know to rate their level of satisfaction on each factor. The main focusing areas were quality of learning environment, academic strengths, campus life, physical facilities, management and leadership as well as extra- and co-curricular activities of the department. Responses were taken on a five-point likert scale for each question. Sample size were chosen based on Krejcie and Morgan formula from the group of a 580 registered existing stduents of the EEE department of Southeast University. Afte collection of data using the survey tools, we analyzed the data to determine the satisfaction level of EEE students studying at Southeast University. The results and analysis of the data were sent to the to the university authority to decide how to improve the quality of education and other facilities of the department as well as of the university.</p> Muhibul Haque Bhuyan ##submission.copyrightStatement## https://www.sproc.org/ojs/index.php/ijlt/article/view/3629 Tue, 30 Oct 2018 00:00:00 +0300 Students’ interest and performance analysis in power system numerical methods: General function calculation https://www.sproc.org/ojs/index.php/ijlt/article/view/1046 <p>Nonlinear equations are the most frequent numerical computation application occurring in scientific investigation or design activity specifically to different branches of power engineering or electrical engineering. The objective of this study consisted by the analysis of the interest degree of students towards a specialized subject and the analysis of performance and concentration degree of students in case of solving a laboratory work during the laboratory sessions. The first analysis presents the overall situation of student’s presences and absences during the laboratory sessions. In the second analysis, the authors extracted the situation of marks obtained following the settlement of laboratory session. The study is extended for one academic year. Participants are students of Politehnica University Timisoara, Romania. Participants are asked to solve an algebraic or transcendent equation. Students will use different methods. The calculation volume is relatively high, which is why the laboratory paper is spread over two laboratory sessions.&nbsp;</p> Oana Pop, Constantin Barbulescu, Gabriel Turi, Antheia Deacu ##submission.copyrightStatement## https://www.sproc.org/ojs/index.php/ijlt/article/view/1046 Tue, 30 Oct 2018 00:00:00 +0300 Grades as valid evaluation tool of academic formation https://www.sproc.org/ojs/index.php/ijlt/article/view/1045 <p>Before you see the faculty graduate formation, you can see its grades. Since grades are used for selection they are very important instruments and can have serious consequences for students. Consequently, the validity of grades is an important aspect to consider, and questions concerning the functions of grades can certainly be viewed from a validity perspective. Therefore arises as question of whether the grades indeed reflect graduated student training and especially its ability to succeed against technical problems that will be posed in front of by his professional life. To be useful they must be credible notes and somewhat standardized.</p> <p>Analyzes carried out in several brainstorming and brainwriting sessions with students belonging to the first percentiles of their series showed that they realize the inefficiency of grades they receive.</p> <p>The main recommendation is to make the grading in relation to an absolute benchmark (obviously regularly adapted to technological and society developments) in the view of a correct formation for students.&nbsp;</p> Gheorghe Vuc, Dan Jigoria-Oprea, Felicia Baloi ##submission.copyrightStatement## https://www.sproc.org/ojs/index.php/ijlt/article/view/1045 Tue, 30 Oct 2018 00:00:00 +0300 A pathological analysis of barriers to vocabulary learning and teaching https://www.sproc.org/ojs/index.php/ijlt/article/view/607 <p>Learning a foreign or second language at different levels of proficiency involves the acquisition of a great number of words. Language learners look for effective ways to increase opportunities for retaining new words in long-term memory, but forgetting is a common problem. Language learners often complain that they forget new words soon after learning them. The importance of vocabulary learning also poses some challenges for teachers. They like to know in what ways instructional programs might foster the acquisition of so many words. Students face some obstacles when they try to assign the vocabularies to their long term memories. They also confront insumountable hurdles in the cognitive process of retrieval and recall. In this discussion, learners’ problems in vocabulary leaning are elaborated on and some guidelines are offered to ameliorate or even to remove them. It introduces language learning strategies that make vocabulary learning interesting and easy for learners. It also familiarizes teachers with useful techniques and activities for presentation. Ideas and viewpoints put forward by distinguished scholars such as Baker,Nation, Ausuble, Uberman, Thompson, Carter, Moras, Schmitt, Richards,Celce-Murcia, Chastain are utilized to substantiate the arguments. The purpose of this study is to present practical vocabulary learning strategies that can help learners and to offer influential teaching techniques and activities, which are of help to the teachers. A misconception analysis of teachers’ and students’ attitudes to vocabulary learning is carried out in terms of learning strategies, dictionary use, input, intake, output, affective variables, mnemonic devices, declarative and procedural memories. The relevant instructional points will be given to EFL teachers to enormously increase the efficiency of their teaching techniques and strategies in terms of students’ vocabulary learning and vocabulary expansion.</p> <p>&nbsp;</p> <div> <p class="Els-keywords"><em>Keywords:</em> vocabulary learning, forgetting, memory, mnemonic devices, input, intake, output</p> </div> Fahimeh Farjami ##submission.copyrightStatement## https://www.sproc.org/ojs/index.php/ijlt/article/view/607 Tue, 30 Oct 2018 00:00:00 +0300 The relation between the exposure to mobbing and burnout levels of secondary school teachers https://www.sproc.org/ojs/index.php/ijlt/article/view/3459 <p><strong>ABSTRACT</strong></p> <p>This study was conducted to determine the relation between the level of burnout and the level of exposure to mobbing. The research is in relational survey model. The population of the research is composed of 1153 secondary school teachers working in Siirt city center in 2014-2015 academic year.As the number of teachers included in the research population is not high, sampling was not madeand 354 of the distributed scales were analysed. In the study, “Negative Acts Questionnaire” Scale developed by Einarsen and Raknes (1997) was used to measure the frequency of teachers’ exposure to mobbing behaviours. To determine the teachers’ burnout levels“Maslach Burnout Inventory” (MBI- Educators Survey) developed by Maslach and Jackson (1981) was used. The results showed that teachers are exposed to negative behavioursunder the sub-dimensions of “work related mobbing” and “mobbing directed at social relations” at "occasional" level. With regard to the burnout levels of the secondary school teachers, the highest value is observed in “emotional exhaustion” sub-dimension while the lowest is in “depersonalization"; and the personal accomplishment is at moderate level.Asa result of the research, basedon the perceptions of the teachers, a positive and medium levelof relation was determined between the “work related mobbing” and “mobbing directed at social relations” sub-dimensions of mobbing and “emotional exhaustion” and “depersonalization" sub-dimensions of&nbsp; burnout, while the relation with&nbsp; the personal accomplishment &nbsp;dimension was at a negative and medium level. As a result of the regression analysis, it was found out that both sub-dimensions of mobbing significantly predict all the dimensions of burnout subscales.</p> Rasim Tösten, Yunus Emre Avcı, Veysel Okçu ##submission.copyrightStatement## https://www.sproc.org/ojs/index.php/ijlt/article/view/3459 Tue, 30 Oct 2018 00:00:00 +0300 Effectiveness of the improvised logic gates simulator in basic digital electronics instruction https://www.sproc.org/ojs/index.php/ijlt/article/view/3634 <p>This study was conducted at Caraga State University – Cabadbaran campus (CSUCC) particularly in the College of Industrial Technology and Teacher Education (CITTE), Electronics Technology Area. It was aimed at determining the effectiveness of the Improvised Logic Gates Simulator as an instructional device in basic digital electronics instruction to enhance the teaching-learning process. Effectiveness of the simulator was evaluated using the experimental method of research through the administration of pre-test and post-test to both the controlled group and experimental group. Fourteen students were utilized as experimental group while another 14 were used as controlled group. The experimental group was taught with the aid of the simulator while the controlled group was taught using the traditional method of teaching utilizing chalk and board. T-test was used to determine the significant mean difference between the performance tests results of both groups. Based on the findings, the Improvised Logic Gates Simulator is effective as an instructional device as the experimental group performed better than the controlled group. There is a significant mean difference between the performance test results of the experimental and controlled group. The findings proved that the Improvised Logic Gates Simulator is an effective instructional device to simulate logic operations. It enhances the student’s performance and is hereby recommended for extensive use in electronics technology classes. It can be made as a student’s project to strengthen and reinforce their knowledge on logic operations.</p> Ramil B. Arante ##submission.copyrightStatement## https://www.sproc.org/ojs/index.php/ijlt/article/view/3634 Tue, 30 Oct 2018 00:00:00 +0300 Language Learning Through Drama https://www.sproc.org/ojs/index.php/ijlt/article/view/766 <p>This study presents a review of the literature regarding the impact of drama on dimensions of second/ foreign language learning. The paper first discusses the importance of integrating drama into the second/ foreign language learning process and the role of teachers and students in the learning process. Then, after introducing the pedagogical and linguistic aspects of using drama techniques in the language classroom in a broader perspective, it focuses on the drama-oriented verbal and nonverbal exercises. Next, the paper reviews the studies on the language learning through drama, and concludes that using drama in language teaching would facilitate emotional and social development in addition to language development of students while it points out that the number of studies on the issue is limited.</p><p> </p> Nuriye Değirmenci Uysal; Fatih Yavuz ##submission.copyrightStatement## https://www.sproc.org/ojs/index.php/ijlt/article/view/766 Tue, 30 Oct 2018 00:00:00 +0300 The success of learning organisation: Values contextualisation dimension https://www.sproc.org/ojs/index.php/ijlt/article/view/904 <p>This article is intended to analyse the values and is based on the problematic issues: What are the educational factors that influence the formation of values in modern organizations? What is education of value dependency on the educational, social and environmental factors? How users of the service perceived values? In order to respond to the problematic issues it is raised an assumption that in organization of service use, values contextualisation aspect is very important. Value system is characterized not only by common characteristics, but also by individuals. The canter of all values is human-being. Making sense of values durability, resistance to time, the necessity of continuity, it is recommended this ideal system, where universal, eternal values are on the top. Values of these days for future generations may seem strange and without meaning, but to live without values is impossible. The importance of personal and social values indicate individual each person norm, which consists of its principles, needs and ideals. Values education is an integral part of each learning organization that promotes human development.</p> <div> <p class="Els-keywords"><em>Keywords:values,modern learning organization competitive ognanization, healthy lifestyle.</em></p> </div> Biruta Svagzdiene, Edmundas Jasinskas, Arturas Simanavicius, Juris Grants, Zarmena Vazne ##submission.copyrightStatement## https://www.sproc.org/ojs/index.php/ijlt/article/view/904 Thu, 15 Nov 2018 00:00:00 +0300 PowerFee—Training and testing students in power engineering web application https://www.sproc.org/ojs/index.php/ijlt/article/view/1042 <p>The world of education is continuously changing. New information and communication technologies have appeared as an important component of the actual teaching/learning strategies. We arrived into a new era, called e-Learning period. Nowadays, e-Learning has become a viable alternative to traditional methods, adopted by many educational institutions, especially because of the advantages offered by the possibility of continuous training.</p> <p>In Romania, these teaching/learning strategies face rapid development. This paper presents a software-tool developed in Delphi environment – PowerFee – used for periodical training and testing students via Internet. According to intern rules of the department, all students must accomplish a given number of training-tests every semester, to ensure the proper assimilation of the new information. To optimize this process, the program can be reached via local network using a user name and password. A comparison between results obtained by classical teaching/learning methods and ones achieved by modern e-Learning techniques is presented.</p> Attila Simo, Stefan Kilyeni, Liviu Pascu, Paul Lucian Farcas, Constantin Barbulescu ##submission.copyrightStatement## https://www.sproc.org/ojs/index.php/ijlt/article/view/1042 Tue, 30 Oct 2018 00:00:00 +0300