Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal Journal of Educational Technology and Learning Creativity Scientific English
Volkotrubova, Albina
Unknown Affiliation
Computer Science & IT Education Languange, Linguistic, Communication & Media

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Enhancing Cognitive Independence and Creativity in Higher Education Through Neuroeducation: An Empirical Study Volkotrubova, Albina; Liu, Jie; Andrusenko, Oleksandr; Provorova, Yevheniia; Vnukova, Оlga
Journal of Educational Technology and Learning Creativity Vol. 3 No. 2 (2025): December
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jetlc.v3i2.2448

Abstract

Purpose of the study: The research aims to empirically examine the effectiveness of integrating neuroeducation into higher education by analyzing how an integrated neurodidactic model enhances students’ cognitive independence and creativity within technology-enhanced learning environments. Methodology: The methodological underpinning was the system-activity approach. A quasi-experimental pre-test/post-test control group design was employed to assess the effectiveness of the neurodidactic intervention.Among the employed methodologies were questionnaires utilizing the MSLQ scale, creativity assessments developed by D. Johnson, S. Mednick, and E. Torrance, the expert evaluation method, as well as statistical analysis, including the Mann–Whitney U-test and Spearman’s coefficient. Main Findings: A total of 294 students participated in the pedagogical experiment, with 147 assigned to the control group and 147 to the experimental group. The findings revealed that the expert assessment of creativity in the experimental group (EG) averaged 26.32 points, compared to 22.60 points in the control group (CG); regarding the motivational criterion, the EG scored 4.1, while the CG scored 3.4. A marked enhancement in the measures of independence and creativity was observed within the experimental group. These improvements were statistically significant and confirmed the effectiveness of the neurodidactic intervention compared with traditional instruction. Novelty/Originality of this study: The scientific novelty of the study lies in the empirical validation of an integrated neurodidactic model that systematically combines multiple cognitively grounded strategies within higher education. Unlike previous studies focusing on isolated neuroeducational techniques, this research demonstrates simultaneous improvements in cognitive independence and creativity through a technology-enhanced learning framework.
Gendered patterns of academic writing strategy use in undergraduate EFL thesis writing Shabirah, Wynneke Putri; Volkotrubova, Albina; Kalykovna, Satarova Zamira
Scientific English Vol. 2 No. 1 (2026): Regular Issue
Publisher : Researcher and Lecturer Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58712/se.v2i1.134

Abstract

Academic writing strategies play a crucial role in supporting undergraduate EFL students during thesis writing; however, gender-based differences in strategy use remain underexplored. This study examines gender differences in academic writing strategies employed by undergraduate EFL students when completing their thesis, drawing on Oxford’s Language Learning Strategies framework. Using a quantitative descriptive design, data were collected from 44 undergraduate students (21 male and 23 female) in the Department of English Language and Literature at Universitas Negeri Padang. A 42-item questionnaire was administered to assess six categories of academic writing strategies: memory, cognitive, compensation, metacognitive, affective, and social. The results indicate that while both male and female students employed all six categories, distinct gender-related patterns emerged. Female students reported using metacognitive and affective strategies more frequently, reflecting stronger engagement in planning, monitoring, evaluation, and emotional regulation during thesis writing. Male students, in contrast, demonstrated slightly greater reliance on social strategies, particularly in seeking feedback and external support. No substantial gender differences were observed in memory and compensation strategies. These findings suggest that gender influences how EFL students regulate and support their academic writing during thesis completion. The study highlights the importance of incorporating gender-sensitive approaches in academic writing instruction and thesis supervision to better accommodate students’ strategic preferences.
Co-Authors Andrusenko, Oleksandr Jie Liu, Jie Kalykovna, Satarova Zamira Provorova, Yevheniia Shabirah, Wynneke Putri Vnukova, Оlga