TY - JOUR AU - Mamad, Abderrahim AU - Vígh, Tibor TI - Student perspectives on preferences and reported instructor practices of written feedback in the Moroccan EFL university context JF - HELIYON J2 - HELIYON VL - 10 PY - 2024 IS - 11 SP - e31694 SN - 2405-8440 DO - 10.1016/j.heliyon.2024.e31694 UR - https://m2.mtmt.hu/api/publication/34886034 ID - 34886034 LA - English DB - MTMT ER - TY - BOOK AU - Habók, Anita TI - Oktatási módszerek alkalmazása a tanításban PB - Akadémiai Kiadó CY - Budapest PY - 2024 SN - 9789636640439 DO - 10.1556/9789636640439 UR - https://m2.mtmt.hu/api/publication/34884892 ID - 34884892 LA - Hungarian DB - MTMT ER - TY - CONF AU - Dancs, Katinka ED - Juhász, Erika ED - Gyányi, István TI - Egyetemi hallgatók történelemmel kapcsolatos episztemológiai nézeteinek tartalomba ágyazott fejlesztése: a résztvevők által írt esszék elemzése T2 - Az oktatás időszerű narratívumai PB - Magyar Nevelés- és Oktatáskutatók Egyesülete (HERA) C1 - Eger SN - 9786155657153 PY - 2024 SP - 67 EP - 68 PG - 2 UR - https://m2.mtmt.hu/api/publication/34881351 ID - 34881351 LA - Hungarian DB - MTMT ER - TY - CHAP AU - Dancs, Katinka ED - Langerné, Buchwald Judit ED - Koós, Ildikó ED - Velics, Gabriella TI - A történelemre vonatkozó episztemológiai nézetek árnyalása - egy kurzus elméleti keretei T2 - Az oktatás határdimenziói PB - Magyar Nevelés- és Oktatáskutatók Egyesülete (HERA) CY - Debrecen CY - Budapest SN - 9789633189290 T3 - HERA Évkönyvek, ISSN 2064-6755 ; 11. PY - 2024 SP - 306 EP - 323 PG - 17 UR - https://m2.mtmt.hu/api/publication/34879303 ID - 34879303 LA - Hungarian DB - MTMT ER - TY - JOUR AU - Alrababah, Saleh Ahmad AU - Wu, Hao AU - Molnár, Gyöngyvér TI - A Pilot Study for Measuring Complex Problem-Solving in Jordan: Feasibility, Construct Validity, and Behavior Pattern Analyses JF - SAGE OPEN J2 - SAGE OPEN VL - 14 PY - 2024 IS - 2 SN - 2158-2440 DO - 10.1177/21582440241249884 UR - https://m2.mtmt.hu/api/publication/34877340 ID - 34877340 AB - In the 21st century, complex problem-solving (CPS) serves as a key indicator of educational achievement. However, the elements of successful CPS have not yet been fully explored. This study investigates the role of strategic exploration and different problem-solving and test-taking behaviors in CPS success, using logfile data to visualize and quantify students’ problem-solving behavior on 10 CPS problems with different characteristics and levels of difficulty. Additionally, in the present study, we go beyond the limits of most studies that focus on students’ problem-solving behavior pattern analyses in European cultures and education systems to examine Arabic students’ CPS behavior. The results show that computer-based assessments of CPS are feasible and valid in Jordanian higher education. The findings also confirm the structural validity of CPS, indicating that the processes of knowledge acquisition (KAC) and knowledge application (KAP) can be distinguished and separated in the problem-solving process. Large differences were identified in students’ test-taking behavior in terms of the efficacy of their exploration strategy. We identified four latent classes based on the students’ exploration strategy behavior. The study thus leads to a better understanding of how students solve problems and behave during the problem-solving process in uncertain situations. LA - English DB - MTMT ER - TY - CONF AU - Moravánszky, Anthea Jasmin Maren AU - Fricker, A. Samuel TI - Advancing RE Education: Towards a Mapping Scheme for Benchmarking Students' Specification Skills T2 - Joint Proceedings of REFSQ-2024 Workshops, Doctoral Symposium, Posters & Tools Track, and Education and Training Track co-located with the 30th International Conference on Requirements Engineering: Foundation for Software Quality (REFSQ 2024) PY - 2024 SP - 1 EP - 6 PG - 6 UR - https://m2.mtmt.hu/api/publication/34855108 ID - 34855108 LA - English DB - MTMT ER - TY - CONF AU - Moravánszky, Anthea Jasmin Maren TI - When Banning Isn't an Option: Embracing AI in Requirement Engineering Education T2 - Joint Proceedings of REFSQ-2024 Workshops, Doctoral Symposium, Posters & Tools Track, and Education and Training Track co-located with the 30th International Conference on Requirements Engineering: Foundation for Software Quality (REFSQ 2024) PY - 2024 SP - 1 EP - 6 PG - 6 UR - https://m2.mtmt.hu/api/publication/34855065 ID - 34855065 LA - English DB - MTMT ER - TY - JOUR AU - Nguyen, Thuy Lan Anh AU - Habók, Anita TI - An investigation into the relationship between attitudinal and non-attitudinal variables and the utilization of digital technology: the EFL Vietnamese context JF - LANGUAGE LEARNING IN HIGHER EDUCATION J2 - LANG LEARN HIGH EDU VL - 14 PY - 2024 IS - 1 SP - 57 EP - 74 PG - 18 SN - 2191-611X DO - 10.1515/cercles-2024-2002 UR - https://m2.mtmt.hu/api/publication/34846625 ID - 34846625 AB - This study investigates the relationship between attitudinal and non-attitudinal variables that impact digital technology use by EFL students in Vietnam. An adapted questionnaire was administered to 1,005 students from different tertiary courses. The results showed that students have a positive attitude to the use of technology and sometimes apply digital tools in their language learning. Although there is a low correlation between learners’ technology attitude and their usage of applications, other variables like age, English proficiency levels, digital competence, and the major being pursued can predict the usage of technology among students. LA - English DB - MTMT ER - TY - CHAP AU - Peng, Diya AU - Fejes, József Balázs AU - Vígh, Tibor ED - Habók, Anita ED - Nagy, Márió Tibor TI - Involving students and experts in creating instruments for students – The example of the Teachers’ Feedback Practice Questionnaire T2 - XX. Pedagógiai Értékelési Konferencia = 20th Conference on Educational Assessment : PÉK 2024 = CEA 2024 : program és összefoglalók = program and abstracts PB - Szegedi Tudományegyetem Neveléstudományi Doktori Iskola CY - Szeged SN - 9789633069820 PY - 2024 SP - 81 EP - 81 PG - 1 UR - https://m2.mtmt.hu/api/publication/34842467 ID - 34842467 LA - English DB - MTMT ER - TY - CHAP AU - Lakatos, Kristóf ED - Habók, Anita ED - Nagy, Márió Tibor TI - Adapting the Children Test Anxiety Scale (CTAS): Validating and Refining for Diverse Age Groups T2 - XX. Pedagógiai Értékelési Konferencia = 20th Conference on Educational Assessment : PÉK 2024 = CEA 2024 : program és összefoglalók = program and abstracts PB - Szegedi Tudományegyetem Neveléstudományi Doktori Iskola CY - Szeged SN - 9789633069820 PY - 2024 SP - 80 EP - 80 PG - 1 UR - https://m2.mtmt.hu/api/publication/34842466 ID - 34842466 LA - English DB - MTMT ER -