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Using Google translate in teaching and learning activities for English – medium – instruction (EMI) subjects

Phuong Anh Nguyen, Thanh Loan Nguyen T., Hong Nga Nguyen T.

Annals of Computer Science and Information Systems

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2021

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Vol. 28

253--258

EN

In the age of globalization, translation has tended increasingly necessary in bilingual classrooms. The advancement of technology has provided useful tools for making translation easier and more convenient. The automatic tool “Google translate” is increasingly popular and used in many teaching-learning activities recently. The study provides a comprehensive and new insight into the strengths and weaknesses of Google translate. Through the comparison of machine translation and human translation on the aspects of task response, coherence, lexical resource, grammar and accuracy, it shows that there are some limitations in machine translation. which affects the quality of the translations. However, machine translation still plays an important role in supporting users, in terms of time and economic efficiency. Google Translation is a productive tool to assist individuals in learning and teaching in the field of specialized English-medium-instruction subjects.

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Analysing the behavior of students and lecturers in using social networks for academic and educational purposes

Vu Phuong Thao

Annals of Computer Science and Information Systems

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2021

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Vol. 28

333--335

EN

This paper aims to study the behavior of using social networks by students and lecturers for learning and training purposes based on a literature review on this topic in different regions of the world in the past 10 years. The results of the review show that there is a difference in the technological behavior between lecturers and their students; which may reduce the effectiveness of educational activities. Based on the research finding, the author proposes some solutions to encourage teachers to use social networks for their work.

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Peculiarities of the emotional sphere of the students of the displaced higher educational institutions during quarantine restrictions due to Covid–19

Hrytsuk Oksana, Gritsuk Yuriy, Ostenda Aleksander

Zeszyty Naukowe Wyższej Szkoły Technicznej w Katowicach

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2020

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nr 12

99--109

EN

This study explores the peculiarities of the emotional sphere of the students of the displaced higher educational institutions during quarantine restrictions due to coronavirus COVID–19. It has been found that the events in the East of Ukraine, which began in the spring of 2014, have been traumatically stressful for most residents of this territory and the internally displaced young persons. The fast-spreading COVID-19 has become a global challenge for the students. This process is turned to be a rapid one, and not every student can rapidly change the way of life and the type of learning activities. The students are in isolation, the emotions of them are not positive, and each student copes with this situation differently. They are to develop new strategies that benefit their psychological well-being. The emotional states of the students of the displaced higher educational institutions in the conditions of COVID–19 remain poorly understood. Thus, the significance of this problem and the lack of relevant psychological studies have determined the subject of our study. It also has been shown that the traumatic stress under the bygone circumstances and the quarantine restrictions due to coronavirus COVID–19 has not only made an impact on the students but continues to do so through various factors and reasons. The fear is caused not only by the past events but also by the concern about the fate of the relatives and classmates who still dwell on the occupied territory. It is normal to be concerned; moreover, the students are trying to develop their subjectively active efficient position.

PL

Niniejsze badanie dotyczy specyfiki sfery emocjonalnej studentów przesiedlonych uczelni w okresie obowiązywania ograniczeń kwarantanny z powodu koronawirusa COVID-19. Stwierdzono, że wydarzenia na wschodzie Ukrainy, które rozpoczęły się wiosną 2014 był traumatycznie stresujący dla większości mieszkańców tego terytorium i młodych przesiedleńców wewnętrznych. Szybko rozprzestrzeniający się COVID-19 stał się globalnym wyzwaniem dla studentów. Okazuje się, że proces ten przebiega szybko i nie każdy uczeń może szybko zmienić styl życia i rodzaj zajęć edukacyjnych. Uczniowie są w izolacji, ich emocje nie są pozytywne, a każdy uczeń inaczej radzi sobie z tą sytuacją. Mają opracować nowe strategie, które będą korzystne dla ich dobrego samopoczucia psychicznego. Stany emocjonalne studentów wysiedlonych uczelni w warunkach COVID-19 pozostają słabo poznane. Tak więc znaczenie tego problemu i brak odpowiednich opracowań psychologicznych zdeterminowały przedmiot naszego badania. Wykazano również, że traumatyczny stres w minionych okolicznościach i ograniczenia kwarantanny spowodowane koronawirusem COVID-19 nie tylko wpłynęły na uczniów, ale nadal mają wpływ na różne czynniki i przyczyny. Strach w ywołują nie tylko przeszłe wydarzenia, ale także obawa o losy bliskich i kolegów z klasy, którzy nadal mieszkają na okupowanym terytorium. Troska jest normalna; ponadto studenci starają się wypracować swoją subiektywnie aktywną, efektywną pozycję.