Oksana Chaika

By Oksana Chaika

The dynamic landscape of education has witnessed a profound shift from traditional to modern pedagogical paradigms over the years. The discussion of results delves into the intriguing debate between traditional and modern educational systems (TES and MES), examining them through the lens of a value-based approach. This exploration is crucial in understanding how these two approaches shape the educational experiences of learners, faculty, and impact society at large. Drawing from the literature review and insights from a survey involving 179 students and 28 faculty staff, the work advocates a balanced integration of traditional and modern educational approaches. It underscores the pressing need for a value-based model that harmonizes age-old wisdom with contemporary innovations. The survey reveals student aspirations for a holistic, value-driven education, while the faculty acknowledges challenges and opportunities inherent in bridging this educational gap. In conclusion, the data reinforce the value-based approach, emphasizing its importance in curricula and pedagogy to promote ethical values, critical thinking, and empathy. Furthermore, the findings shed light on practical implementation challenges and offer valuable guidance to educators and policymakers. In an era of transformative education, bridging theory and practice will resonate with both students and faculty who recognize the societal benefits of a balanced synthesis between tradition and modernity.

Part of the book: Lifelong Learning - Education for the Future World [Working title]

By Oksana Chaika

This chapter conducts a comprehensive investigation into foreign language acquisition (FLA) using coaching methodologies, with a focus on psycholinguistic factors in second language acquisition (SLA). The study delves into the intricate interplay of psychological and linguistic elements influencing SLA, particularly language aptitude, anxiety, motivation, and self-regulated learning strategies. The research methodology details the design, participant selection, data collection, and analysis methods. Findings underscore the significance of these factors in SLA and their impact on learning outcomes. Implications for language teaching and curriculum development are highlighted, offering insights for educators. The chapter acknowledges limitations and suggests future research directions. This contributes to understanding the complex relationship between psycholinguistic factors and SLA, benefiting both educators and researchers in the field.

Part of the book: Psycholinguistics