https://ugei-ojs-shsu.tdl.org/ugei/index.php/ugei/issue/feed Journal of Universality of Global Education Issues 2021-02-08T17:15:09+00:00 Elizabeth Gross eag041@shsu.edu Open Journal Systems The Journal of Universality of Global Education Issues supports the collaborative approach to teaching and research while developing inclusive international educational opportunities for all. https://ugei-ojs-shsu.tdl.org/ugei/index.php/ugei/article/view/43 Learning with Mobile Technologies at Public Primary Schools in Costa Rica: The case of the National Program of Educational Informatics of the Ministry of Public Education and the Omar Dengo Foundation 2020-10-01T11:04:14+00:00 Alejandro Calvo-Rodriguez alejandro.calvo@fod.ac.cr <p>This article presents the experience of the National Program of Educational Informatics of the Ministry of Public Education and the Omar Dengo Foundation of Costa Rica designing and executing a national project to encourage and develop learning experiences for teachers and students using mobile technologies at public schools. To describe this experience, first, the Omar Dengo Foundation and their National Educational Program is introduced. This program works under certain conceptual and methodological principles. The Learning with Mobile Technologies Area (ATM for its acronym in Spanish) includes more than 2400 schools, and has beneficiated 206.096 students up to September. The paper examines a description of this model, the main results with primary teachers and students, as well its coverage all throughout the country. This analysis includes the essential pedagogical principles of the program, their main outcomes and challenges ahead.</p> 2021-02-08T00:00:00+00:00 Copyright (c) 2021 Journal of Universality of Global Education Issues https://ugei-ojs-shsu.tdl.org/ugei/index.php/ugei/article/view/42 Improving Thai College Students’ an English Fricative Sound through Storytelling 2020-10-01T11:03:09+00:00 Pimrawee Ruengwatthakee pxr026@shsu.edu <p>English as a Foreign Language (EFL) teachers and learners cope with many challenges with pronunciation because it is one of the most difficult areas in English skills. As a result of the differences in the phonological system in Thai and in English, Thai students frequently have difficulty and make errors when pronouncing English words. For example, the students substitute /f/ or /v/ with /b/ in the word-final position, /ɵ/ with /t/ or /d/ in the word-initial position, and omitting some sounds. The objective of this quantitative study is to investigate the effects of storytelling on the improvement of Thai college students’ English pronunciation. The target sound in this study is the final /-s/ because it plays an important role in English grammar, but /-s/ is often omitted and mispronounced by Thai students. This research employed the quasi-experimental design. Specifically, one-group pretest-posttest design was conducted with 25 participants, who are senior students enrolled in the Practical English Phonetics course at the university in central Thailand. Participants were asked to practice reading a self-selected short folktale from Southeast Asia country and did a multiple recordings. The results indicated, that following five weeks of intervention, there was a significant difference between pre and posttest from the storytelling; <em>t</em>(24) = -5.53 (<em>p</em> &lt; 0.05). Moreover, the mean difference effect size was examined (Cohen’s <em>d</em>). The magnitude of the effect was considered large (<em>d </em>= 1.11). Two non-standard variants of /-s/ that were found include [d] and [∅]. For example, Chinese” /ˌtʃaɪˈniːz/ was pronounced as /ʃaɪˈniːd/ and “once” /wəns/ was pronounced as /wən/ respectively. These results suggested that English pronunciation should be instructed by several means of activities in the class in order to encourage EFL students to learn and to foster their intelligible pronunciation.</p> 2021-02-08T00:00:00+00:00 Copyright (c) 2021 Journal of Universality of Global Education Issues