Software

This article presents the outcomes of how Dynamic Assessment (DA) may be organized to function within a class’s Zone of Proximal Development (ZPD). The testing field also has recently undergone noticeable changes leading to a shift to use technology that is emerged in our era. The study investigated college students’ barriers and motivations for testing reading comprehension ability using the newly designed software. To this end, 30 participants were interviewed and the related data were analyzed thematically to identify emerging themes relating to the current status of the new testing environment. Four themes emerged relating to potential barriers and motivations and the results showed that working with the software provided positive experiences of working in a supportive environment. The study found that using the newly designed software in the classroom generally enhances learning and other outcomes. This novel software does not only aim to reduce barriers in conventional testing environment but also highlights the positive aspects which enhance motivation.

Increasingly, we can build new bridges between related fields of education. This makes it possible to use techniques that were originally designed for one specific area of teaching, in others. An example of this can be, on the one hand, the teaching of audiovisual translation and, secondly, the teaching of foreign languages. We can find instances of this possibility in recent and noteworthy works in which, for example, the application of subtitles to learn a foreign language is explored. Thus, along the same lines, the main objective of this article is the search for other possible avenues of connection between the two areas mentioned above, taking advantage of new technologies and of the tools with which they provide us. Our starting point will be audiovisual translation teaching and the use of software programs such as Windows Movie Maker and Subtitle Workshop, to later transfer them to the second language (in this case, English) classroom. In the first of these contexts, both software programs allow for, among many other possibilities and respectively, dubbing and subtitling simulations in class. On this occasion, our intention is to show the potential of the aforementioned software in the English language class, but not for interlinguistic purposes, as in the case of dubbing and subtitling into another language, but for intralinguistic ones, as in the case of postsynchronisation and of subtitling into the same language.

The complexity of the field of architecture, its ever-increasing application, and the rapid growth of technologies and software used in this field necessitate the need to inves tigate the effects of computer software on the quality of s tudents' learning and a solution to improve the role of software in learning. Therefore, research has been carried out to inves tigate the role of computers in improving the quality of undergraduate architecture projects. This research is applied research, and its nature is descriptive-analytical and inferential research. The data for this research was obtained through ques tionnaires dis tributed among 86 undergraduate s tudents in the 3rd course. The final reliability of the ques tionnaire was 0.889 using Cronbach's alpha tes t. The research findings were analyzed using T-tes t, ANOVA, and Tukey's. The t-tes t showed that the role of computers in architecture s tudents' learning rates differs from each other. Also, the ANOVA tes t results showed that s tudents' learning amount based on the type of software has a significant difference equal to Sig=0.000. According to the results obtained from the findings of the research, it can be said that despite the effectiveness of computer sys tems in improving the learning of architecture s tudents, the priority is on the individual and collective characteris tics of s tudents, and the use of computers should be appropriate to the nature of the course, s tudents' ability and interes t.