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Eurasian Journal of Current Research in Psychology and Pedagogy
ISSN
2959-3999
2959-4006
Издатель
Turan University
4 результаты
Показано: 1 - 4 из 4
- Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, Psychological effects of visual learning tools on pronunciation skills in EnglishIn this article the authors examine the psychological impact of visual learning tools on the development of pronunciation skills in English language learners. Based on a systematic review of contemporary research, the study explores how visual feedback mechanisms, including spectrograms, waveform analysis, phonetic charts, and real-time visual representations, influence learners’ cognitive processing, self-efficacy, pronunciation anxiety, and motivation. The analysis demonstrates that visual learning tools enhance pronunciation accuracy by providing clear multisensory representations of speech patterns, facilitating comparison between learners’ productions and native speaker models. In addition to phonetic improvement, visual feedback contributes to reduced pronunciation anxiety, increased self- confidence, enhanced metacognitive awareness, and intrinsic motivation. At the same time, the effectiveness of visual tools varies depending on cognitive load, individual learner differences, and pedagogical integration. The study concludes that visual feedback performs both cognitive and affective functions and should be implemented in balanced combination with auditory input to support pronunciation development. - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, Cultural identity and psychological well-being: evidence from the “Who is he/she?” series(Turan University, 2026-09-19); ; Cultural identity is an important psychological resource that supports young people’s sense of belonging, selfawareness, and psychological well-being. Children’s literature offers opportunities to strengthen these qualities by introducing readers to culturally meaningful narratives and positive role models. This study investigates the educational and psychological potential of the Who Is He/She? series published by Mazmundama Publishing House. The main goal of the study is to specify how biographical stories stimulate spiritual cultural identity, psychological well-being and vocabulary development using phraseological expressions. Using content and contextual analyses of selected books from the series, a qualitative research method was used with an emphasis on narrative structure, linguistic features and value aspects. The results incite readers to absorb values such as perseverance, responsibility, courage and respect for the national heritage as well as encourage emotional and cultural awareness. Rich literary language and phraseological units further support vocabulary development and meaningful learning. The study contributes to educational and social psychology by demonstrating that culturally grounded children’s literature can promote identity formation and psychological well-being. The findings may be applied in schools, libraries, and reading programs to support cultural education, language development, and the personal growth of young readers. - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, Individual differences in language learning: temperament, cognitive styles and personalization of instructionThis empirical study examines the relationship between individual psychological differences and English language learning outcomes among university students. A sample of 80 students (mean age = 19.8 years, SD = 1.2) from a large urban university participated in this research. The study utilized standardized instruments including the Eysenck Personality Questionnaire (EPQ) to assess temperament, the Riding Cognitive Style Analysis to measure cognitive styles (verbal-imagery and wholist-analytic dimensions), and Cambridge English Placement Test to evaluate language proficiency. Results indicate significant correlations between extraversion and speaking performance (r = 0.42, p < 0.01), between imagery cognitive style and vocabulary acquisition (r = 0.38, p < 0.01), and between analytic style and grammar comprehension (r = 0.44, p < 0.01). Multiple regression analysis revealed that cognitive style dimensions predicted 31% of variance in overall English proficiency (R² = 0.31, p < 0.001). Based on these findings, we propose a framework for personalized language instruction that considers learner temperament and cognitive preferences. The study demonstrates that individual differences significantly impact language learning processes and outcomes, suggesting the need for differentiated pedagogical approaches in EFL contexts.Цитирования (OpenAlex) 1 - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, The psychological impact of mentorship on early-career english teachersThis article explores the psychological effects of mentoring on aspiring English teachers, focusing on its influence on professional well-being and commitment to the profession. Drawing on a review of contemporary theoretical and empirical research, it shows that effective mentoring programs significantly reduce burnout, enhance teaching confidence, and provide vital emotional support during the challenging early stages of a teaching career. The study examines different mentoring models and their psychological outcomes, such as stress reduction, professional identity formation, and increased resilience, while also addressing challenges specific to English language teaching. The findings reveal a strong relationship between high-quality mentoring and improved psychological well-being, lower attrition rates, and continuous professional development among novice educators. The article concludes with practical recommendations for educational institutions, highlighting the need for structured and context-sensitive mentoring programs that support both pedagogical skill development and the psychosocial needs of aspiring English teachers.