@article {1562, title = {ACADEMIC MISCONDUCT: ATTITUDES AND PERCEPTIONS OF BRAZILIAN MEDICAL STUDENTS}, journal = {Problems of Education in the 21st Century}, volume = {80}, year = {2022}, month = {June/2022}, pages = {Continuous}, type = {Original article}, chapter = {426-437}, abstract = {Academic misconduct during medical school is common, with multifactorial causes, and can negatively impact the training and professional performance of future physicians. This study investigated factors linked to academic misconducts among medical students during their training. It is a transversal, quantitative, and analytical study that assessed the perception of 240 students from five medical courses in Salvador, Bahia, Brazil. A virtual, semi-structured, anonymous, self-completed questionnaire was used, with sociodemographic and academic variables recorded. Behavioral patterns were analyzed using hypothetical situations based on medical students{\textquoteright} code of ethics, and the data were compared based on participant and institutional characteristics. Results showed that medical students reported that ethical attitudes were maintained during graduation (98.3\%) and the majority claimed to know the student code of ethics (89.2\%). However, there was a high frequency of academic misconduct, especially "recording classes without authorization" (72.9\%), "cheating on tests" (67.9\%) and " improperly sign attendance lists" (65.0\%). We observed a higher association of females with actions such as "cheating on exams" and taking "pictures with anatomical parts and dummies". In addition, posting pictures with patients and taking on duty without medical supervision occurred more frequently among students from private schools. Although the students considered themselves to be ethical, a high frequency of inappropriate behavior in academic situations was evidenced. This scenario points to the need for greater attention to training based on moral and ethical commitment in academic activities, with a view to future professional performance.}, keywords = {cross-sectional studies, higher education, medical education, medical ethics, Medical Students}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/22.80.426}, url = {https://oaji.net/articles/2022/457-1657803448.pdf}, author = {Ingrid Dorea-Bandeira and Oliveira, V. and Mariana Ara{\'u}jo-Pereira and Bruno Bezerril Andrade and Andr{\'e} Nogueira Nazar and Luiz Fernando Quintanilha and Katia de Miranda Avena} } @article {1329, title = {ANALYSIS OF PRE-SERVICE FOREIGN LANGUAGE TEACHERS{\textquoteright} INCORRECT ARTICULATIONS: FREQUENCY, INFLUENCE ON COMMUNICATION, AND A SPECIFIC CORRECTIVE STRATEGY}, journal = {Problems of Education in the 21st Century}, volume = {78}, year = {2020}, month = {December/2020}, pages = {Continuous}, type = {Original article}, chapter = {933-947}, abstract = {English Foreign Language (EFL) teachers need to be especially aware of their own articulatory errors and to manage strategies to overcome them. A specific corrective strategy using phonetic notation to destabilise the most recurrent articulatory errors to be applied to Spanish pre-service English Primary School teachers is presented. Firstly, the presence of incorrectly articulated sounds in a corpus of 238 minutes of recorded improvised production of 34 pre-service EFL teachers was identified. Incorrect articulations were classified in two groups, those that presented a higher frequency were classified as fossilised errors and those appearing only once were considered mistakes. A categorisation of the most frequent articulatory errors and their possible origins was offered. Errors were also examined attending the effect they posed on communication, if they hindered it, they were considered unintelligible. Results showed that more than 80\% of fossilised incorrect articulations were perfectly understandable and did not disrupt communication. Even if these results can be considered positive, research shows that pronunciation highly influences the learning process of other skills, and that it affects learners in terms of confidence, social and work advancement. Therefore, to get rid of their own fossilised errors, future teachers need effective pronunciation skills training strategies. For that reason, a specific error corrective strategy based on phonetic notation and self-learning is proposed. }, keywords = {EFL (English as a foreign language), higher education, second language acquisition, teacher training}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/20.78.933}, url = {http://oaji.net/articles/2020/457-1607329741.pdf}, author = {Coral I. Hunt-G{\'o}mez and Macarena Navarro-Pablo} } @article {1166, title = {RUSSIAN LANGUAGE NEEDS AMONG UNIVERSITY STUDENTS IN MALAYSIA}, journal = {Problems of Education in the 21st Century}, volume = {76}, year = {2018}, month = {October/2018}, pages = {Continuous}, type = {Original article}, chapter = {693-705}, abstract = {In the context of higher education foreign language courses are viewed as skills-oriented subjects that aim to enable students to communicate in a foreign language. The main four language skills to be developed are listening, speaking, reading and writing. Until recently, decisions about which of the linguistic skills should be emphasized in a foreign language program have been taken without seeking the opinions of language learners. To address this issue, the present research examined needs for learning the Russian language among students in a Malaysian public university. To achieve this research aim, a survey questionnaire was distributed among prospective learners of Russian. Four different statistical methods were performed to analyse the data, namely, the descriptive statistics, the independent t-test, the exploratory factor analysis and the reliability test. The findings from the descriptive statistics revealed that the respondents considered developing face-to-face interactive skills, such as the speaking and listening skills, as most important. The findings of the t-test suggested that demographic variables might have some influence on the students{\textquoteright} perceptions of the skills{\textquoteright} importance. For example, the students who spoke Malay at home placed a higher value on developing their ability to speak in a polite manner and to understand non-verbal communitive acts, such as gestures. The results of the exploratory factor analysis revealed that the language skills as perceived by the students formed several dimensions where interactive and non-interactive skills tended to form distinct clusters. This research concludes with a discussion of pedagogical implications to be drawn from the findings. }, keywords = {higher education, language needs, Malaysia, Russian language}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/18.76.693}, url = {http://oaji.net/articles/2017/457-1540320341.pdf}, author = {Larisa Nikitina and Ma Tin Cho Mar and Fumitaka Furuoka} }