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Writing skills are the most difficult language skills for students, especially those students with English as a Second Language (ESL) and as an English Foreign Language (EFL) in various academic institutions. This situation has made most college students fail to write effective academic works. This study assessed the effectiveness of the Editing and Proofreading Skills Course in improving the academic writing of law students in Tanzania. Specifically, the study assessed the common errors made by law students in academic writing. The study involved the action research design consisting of pre- and post-interventions. Data were collected through observations and questionnaire methods. Data were analysed statistically through the Wilcoxon Signed-rank test and the McNemar exact test at 95% confidence intervals to analyse the before and after intervention data. The study found that law students had a limited basic understanding of the editing and proofreading techniques before the intervention. After the intervention, there was a significant improvement in students' writing skills as the results showed an exact p-value of 0.000. It recommends the inclusion of specific instructions on Editing and Proofreading Skills Courses as part of the Legal Education Curriculum in Tanzania.

This qualitative study explores the potential ways that a traditional Yeshiva education (TYE) helps prepare students for entering and succeeding in law school. The researcher interviewed five rabbi-law professors for their take on this phenomenon and compared the results of those findings with the scholarly literature on the topic to date. Much of that existing scholarly literature focuses on how a Yeshiva education might help students who later switch to law school because of the Yeshiva's focus on Talmud study, as well as the Yeshiva's use of the Socratic Method and dyadic Chavrusa study models. To that end, this study sheds light on the various aspects of traditional Yeshiva education that could be beneficial for those pursuing a legal career. The findings demonstrate that there is a broad consensus that Yeshiva education fosters critical thinking and analytical skills through its emphasis on Talmud study, which can be advantageous in comprehending complex legal concepts and arguments. Moreover, exposure to aspects of the law school culture and methodology during Yeshiva education can arguably prepare students for its use by law teachers in law school, contributing to their ability to productively engage in thoughtful and probing discussions.

There is an increasing focus on enhancing employability for students in higher education. Yet academics who facilitate and encourage opportunities to support student employability are often doing so with a quiet agility. This paper reflects on my first year coordinating a work-integrated learning program and the development of skills necessary for such roles in a tertiary law context. Grounded in the well-recognised literature on positive professional identity and contemplating the concept of 'pracademic identity', these reflections offer insights on the experience of traversing across multiple professional spheres to enhance employability for students. In particular, this reflection piece seeks to uncover and highlight the skills essential to roles facilitating employability for law students.

This practice report provides an overview of a podcast series designed to support first-year student transition to university and promote wellbeing and belonging. The podcast was established in 2017 in a compulsory first year law subject (Legal Institutions and Methods) at La Trobe University, Australia. The podcasts record interviews with students who have recently completed the subject and are designed to (a) give interviewees an opportunity to reflect on their experiences and (b) provide advice to future commencing law students (i.e., their peers). The podcast is a form of peer-to-peer mentoring that requires a relatively small investment of resources and provides on-demand support to students as they commence their law studies. The concept is readily adaptable to other disciplines.

The current research evaluates the Perfectionism Social Disconnection Model (PSDM) by considering the links between measures of trait perfectionism and perfectionistic self-presentation and measures of social support, loneliness, and distress in cross-sectional research. A particular focus is on perfectionism and levels of social support as assessed by the Social Provisions Scale. The current study also uniquely evaluates levels of perfectionism and perfectionistic self-presentation in undergraduate students, medical students, and law students. The results across samples provided evidence that loneliness mediates the link between interpersonal perfectionism and distress in keeping with the predictions of the PSDM. Correlational results found robust links between loneliness and low levels of social support. Moreover, socially prescribed perfectionism and perfectionistic self-presentation were associated negatively with social support, and this was especially evident in terms of the facet tapping the nondisclosure of imperfections. Group comparisons of perfectionism yielded few significant differences in accordance with expectations. Levels of perfectionism tended to be lower among medical students. However, the links between perfectionism and distress were clearly evident among undergraduates, medical students, and law students, thus attesting to the vulnerability of perfectionistic students in general. Overall, the results further confirm the relevance of perfectionism in distress among students and applicability of the PSDM in various types of students.

The research objective is to analyze contemporary information technologies and their application in teaching the legal aspects of taxing financial assets in higher educational institutions. Drawing upon international legal experience, the goal is to identify optimal innovative principles for the integration of information technologies to enhance the effectiveness of teaching and comprehension of this legal discipline. To assess the influence of integrating information technologies on the academic achievements and competencies of law students, instructors conducted a retrospective analysis of students' academic records from the preceding semester, during which a conventional educational curriculum was implemented. Semester grades were meticulously recorded for each student. The utilization of information-based pedagogical approaches introduced in the subsequent semester yielded a discernible enhancement in the mean academic performance of the law students. Specifically, the average grade rose from 68.9 (corresponding to the use of traditional methods in the initial semester) to 77.2 (attained through the application of integrated methods in the latter semester). This outcome underscores a heightened level of scholastic attainment among students when information technologies were integrated into the educational process.

Negligence can be a difficult concept for business law students to understand, likely due to faulty schemas and naïve theories formed by their prior experiences. In this article, we describe a metacognitive teaching intervention used in a business law course to potentially overcome students' misconceptions regarding negligence. On average, students who received the teaching intervention experienced greater growth in their understanding of negligence than students who did not receive the teaching intervention. These initial results provide support for the development of additional metacognitive strategies to overcome student obstacles to understanding negligence.

This study estimates the association of participation in a nine-week online educational program to prepare students for post-graduate (juris doctorate) education and law school grades. We collected registrar data from 17 U.S. law schools for participants and non-participants from the same year and a prior year. We compared first-semester law school grades between participating and non-participating students weighted by propensity scores. Course participation was associated with improved first-semester grades in a keyed course (Contracts Law) and overall grade point average. According to pre- and post-survey responses, a substantial portion of those who completed the program reported feeling more prepared for law school.

Degree apprenticeships offer a new route to a degree in UK higher education, with policymakers emphasising their social mobility potential to widen access to graduate professions. In this context, this article compares the employability perceptions and strategies of aspiring solicitors on traditional university and degree apprenticeship routes in England. Following Bathmaker, Ingram, and Waller (2013), we adopt the analogy of 'playing the game' to explore how aspiring solicitors negotiate opportunities and barriers as they seek to succeed in higher education and progress into the legal profession. Drawing on interview data with 23 aspiring solicitors, we consider how participants developed and mobilised existing and acquired capitals to position themselves for success in their future career. A novel typology of employability strategies is presented, expanding on the work of Brown, Hesketh, and Williams (2004) and Hancock, Hughes, and Walsh (2017). The typology reveals distinct understandings of the role of higher education, meritocracy and social mobility; and divergent strategies for enhancing employability. As degree apprenticeship routes expand in UK higher education and beyond, the typology provides a useful framework to compare transitions through higher education and into other competitive and historically elite graduate professions.

This article employs the method of prosopography to reach a deeper understanding of a group of 53 trailblazing Chinese students who were the first to enrol in American law schools between 1878 and 1911, during the waning years of the Qing era. Most of them contributed greatly to the subsequent development of China's legal and diplomatic institutions, playing instrumental roles in legal education, diplomacy, government and the judiciary. Given these accomplishments, this group of students is worthy of detailed study and research, and this article examines their characteristics, background, subsequent contributions and other key pieces of information.

Purpose: This research aims to identify the intentions behind becoming an entrepreneur and the perception of entrepreneurial failure among different groups of students. There has been significant research discussing the motivations behind becoming an entrepreneur. However, such a research study is often focused on individuals who are already in the entrepreneurial process. Therefore, this research focuses on the understanding of the entrepreneurial process specified on the intentions of becoming an entrepreneur and the associated risk, in the context of a learning process. Design/methodology/approach: The perspectives of students towards becoming an entrepreneur and their perception of associated risk are identified. A comparative exploratory case study method is used. Three cases developed in the light of empirical evidence consist of Business, Law and Science, technology, engineering and mathematics (STEM) students. Findings: Major results show that the law and STEM students were on the same line in terms of motivational factors, such as being career driven. In contrary, the business students were more driven by personal factors such as leaving something behind and building something meaningful. Originality/value: Whilst studies have attempted to understand entrepreneurial intentions, little work has considered students and their views on becoming entrepreneurs. Even with studies that looked at this subject matter, the focus was mainly business students. The authors build on previous work and construct the authors' views based on multi-disciplinary student base to know more about their intentions to become an entrepreneur. The science and law students were more influenced by external factors, whereas business students were focused more on their personal goals. Such classification of the diverse intentions based on student discipline opens a new and promising research avenue to better develop entrepreneurial education not only for business students but across all disciplines in higher education.

This research explores intralinguistic communicative mediation in an English for Specific Purposes (ESP) online journal writing to enhance professional development through the co-construction of meaning. It accentuates research gaps specific to learning English in the field of law under the approach of collaborative Computer Assisted Language Learning (CALL) and the Vygotskian pedagogical model of semiotic mediation with tools. The online journal writing allowed learners not only to engage in the discussions but to develop cognitive messages expressed at levels B1+/B2 of the "Common European Framework of References for Languages (CEFR)." The 69 participants were ESP students of "English Law," a compulsory subject in a professional accredited university master's degree in law, needed to work in Spain. The findings revealed that the three main strategies for knowledge building and intraliguistic communicative mediation were: linking to previous knowledge (class content or other), adapting the language, and breaking down complicated information. Moreover, the collaborative journal writing reinforced students' accuracy on expert vocabulary learning through purpose-driven mediation of texts, concepts, and communication in the context of law. Further results indicated that collaborative journal writing was an effective pedagogical tool to make meaning for ESP through different interactive affordances of mediation (linguistic, cultural, social, pedagogical, and professional) by comparing legal contexts from Spain, the United Kingdom and United States.

There has been much interest in how to develop a sense of belonging to an academic institution over the last twenty years, given the evidence that this improves student retention, satisfaction and attainment. Fostering a sense of belonging involves both psychological and sociological aspects; students need to feel like they belong and are valued by their institution, and this is developed through interactions with staff and peers. Research carried out since 2020 into belonging online has focused primarily on course-based teaching initiatives. This article will describe our 18-month pilot on a fully online qualification developing a greater sense of belonging for our students based on qualification-wide online events and their impact on student engagement and sense of belonging. Qualification-wide events are events that are open to all students on a qualification or programme, such as a law degree, as compared to events which are only available to students on a specific course. It will highlight some of the barriers students perceive to building online community, including a lack of confidence, and discuss the students' views that the responsibility for developing community lies with the university.

Student dropout is a major concern in studies investigating retention strategies in higher education. This study identifies which variables are important to predict student dropout, using academic data from 3583 first-year students on the Business Administration (BA) degree at the University of Barcelona (Spain). The results indicate that two variables, the percentage of subjects failed and not attended in the first semester, demonstrate significant predictive power. This has been corroborated with an additional sample of 10,784 students from three-degree programs (Law, BA, and Economics) at the Complutense University of Madrid (Spain), to assess the robustness of the results. Three different algorithms have also been utilized: neural networks, random forest, and logit. In the specific case of neural networks, the NeuralSens methodology has been employed, which is based on the use of sensitivities, allowing for its interpretation. The outcomes are highly consistent in all cases: both a simple model (logit) and more sophisticated ones (neural networks and random forest) exhibit high accuracy (correctly predicted values) and sensitivity (correctly predicted dropouts). In test set average values of 77% and 69% have been respectively achieved. In this regard, a noteworthy point is that only academic data from the university itself was used to develop the models. This ensures that there's no dependence on other personal or organizational variables, which can often be difficult to access.

In this study involving blended learning in higher education, a Basics of Law (5 ECTS) course was implemented using a flipped classroom approach and a learning diary. Forty-six (N=46) students participated in a study that evaluated the students' experience of the course implementation. The specific objective of the study was to analyze students' opinions on how the flipped classroom, learning materials, and learning diary were experienced and how these could be developed. Quantitative and qualitative data were analyzed, and students felt the flipped classroom was a practical model for promoting learning in blended learning and legal courses. The flipped classroom and learning diary were expressed to promote students to reflect on learning and deepen their understanding of the subject. The flipped classroom encouraged students to take a more active role in their learning process and enhanced their self-directing skills. The learning diary allowed the whole learning process to be considered in the assessment, and it was suitable to be used instead of an exam. The importance of well-designed course materials and face-to-face classes emerged from the responses. For development purposes, the classroom activities should be carefully pre-planned to activate students for joint discussions and exchanging of ideas. As the main contribution, this study supports that the learning diary is effective in enhancing learning along with the flipped classroom and verifies that the use of these together can be recommended. This research also highlights that the instructor's inspiring and coaching attitude has a positive impact on students' learning motivation.

In 2017, the School of Law at the University of Wollongong commenced an experimental initiative through the introduction of a Law Student Pledge. It was designed as a symbolic statement to students that from the day they begin their law studies they become a member of the legal professional community. In this way, it invited First Year Students to commit to core values, attitudes and practices seen as important to developing a positive professional identity. This article reports on learnings following the implementation of the Pledge over 3 iterations and reflects upon its impact on shaping students' sense of belonging. As an empirical project, this research incorporates both the student voice as well as the academic perspective, via the methodology of reflective practice. The research will consider whether the Pledge provided an opportunity for students to engage in a community of shared identity or became a perceived 'imposed' requirement to belong.

In Southeast Asian countries such as Thailand, higher education internationalisation agendas have increasingly shifted from studying abroad to offering 'international' English-medium instruction (EMI) programmes at home. This qualitative study explores the perceptions of seventeen domestic undergraduate students in the disciplines of Law and Business Studies regarding internationalisation at home (IaH) in Thailand. Findings from the focus group interviews revealed that domestic students positioned international EMI programmes as somewhere in the middle between studying abroad and standard domestic programmes. Moreover, these students associated international EMI programmes in Thai higher education with significant EMI, greater inbound mobility, and different teaching approaches. However, the in-between status of international EMI programmes can lead to conflicts of recognition as to whether such programmes are 'international enough'. This article offers a close-up investigation of complex meanings that circulate around IaH in the Thai context, contributing to a broader picture of the varied enactments of IaH across higher education institutions.

Shaping and developing communication skills in non-linguistic faculties in higher education institutions remain relevant. Thus, the theoretical and methodological guidelines for training English professionally-oriented spoken production are among significant problems. Intending to overcome some related challenges, we conducted this study to investigate the efficiency of using presentational speeches based on authentic video materials. The main aim of the research was to analyze the problem from methodological and didactic perspectives and substantiate the theoretical and methodological principles of the professional training of monolingual students through the experimental verification of the effectiveness of the proposed methodology. To achieve the objectives of this study, in the first stage, we determined the efficiency of pedagogical conditions for developing the foreign language competence of students. Then we verified the efficiency of using presentational speeches in teaching Spoken Production. At the last stage, we analyzed the effectiveness of the proposed methods of forming and developing foreign language competence (Spoken Production) by using presentational speeches. The study sample included 45 students of the Sociology and Law Faculty in the National Technical University of Ukraine "Igor Sikorsky Kyiv Polytechnic Institute". We obtained the results that confirmed the efficiency of the presentational speech approach in teaching spoken production. Our study revealed that the presentational speech approach facilitates enhancement in the level of students' professional competence. These findings provide a good starting point for discussion and further research.

The Uniform Bar Examination (UBE) is a multijurisdictional test that law students can use to gain admission to the bar in 37 states and territories. Despite this near-universal applicability and the potential of UBE to affect law schools' admissions, diversity, affordability, and employment outcomes, no research to date has examined the impacts of UBE. Equipped with a novel data set that we make available to future researchers, we apply a difference-in-differences design to estimate these impacts by exploiting variation in UBE adoption timing across states. We find early evidence to suggest that law schools in UBE states benefited by receiving more applications and having higher overall enrollments after UBE adoption. [For the corresponding grantee submission, see ED627119.]

This article replicates a prior study of student perceptions of captions in a specialized learning context to understand the extent to which captions are useful for students learning specialized vocabulary. It describes the results of a conceptual replication (Christensen et al., "Technology, Knowledge and Learning," 2021) of a nationwide study by Linder (2016) that surveyed undergraduate students regarding their use and perceptions of closed captions and transcripts. In Linder (2016). Student Uses and Perceptions of Closed Captions and Transcripts: Results from a national study. Oregon State University Ecampus Research Unit.) study, a broad range of undergraduate student populations reported that they used closed captions and transcripts as a learning aid to help with accuracy, comprehension, retention, and engagement. This study surveys a smaller group of graduate students in legal education whose academic challenges include mastering a highly specific terminology. Experimental studies have provided evidence that closed captions can help students learn challenging new vocabulary in areas such as foreign language Winke et al. "Language Learning & Technology," 14(1), 65-86 (2010) and science (Marino et al., "Journal of Computers in Mathematics and Science Teaching" 29:31-49, 2010). This article reports on student perceptions of the helpfulness of captions and transcripts, why they found them helpful or not, and how they used them to support their learning. Results indicate that provided captions and transcripts were accurate, students found them helpful with understanding instructors, concentrating, comprehending lectures, learning new vocabulary, and note-taking.

Background/Context: Law students of color have been struggling to recover from the heightened challenges they endured during the first two years of the pandemic. Struggles with food insecurity, financial anxiety, and emotional strain contribute to declining academic success for populations that were marginalized on law school campuses long before COVID. Legislative support is necessary to support students through this era so they can maximize their full potential. Purpose/Objective/Research Question/Focus of Study: The study seeks to understand law students' challenges during COVID and consider ways that administrators, legislators, and others can ameliorate their struggles. The objective is to provide greater support to already marginalized students during a time of significant stress and pressure. The focus of the study is on serving the needs of students of color, particularly women of color (drawing from an intersectional raceXgender framework from critical race theory). Research Design: The article draws on data from the Law School Survey of Student Engagement (LSSSE). With participation from partner law schools, LSSSE collects annual longitudinal data from law students, now housing responses from almost 300,000 students over 19 years. This study of law student needs draws from more than 13,000 responses collected in spring 2021, highlighting findings from the "Coping with COVID" module, a short set of questions focused on anticipated student challenges during the pandemic. The article presents findings disaggregated by race as well as raceXgender to underscore ways that COVID deepened existing disparities and heightened challenges for already vulnerable populations. Conclusions/Recommendations: The article concludes with recommendations for both institutional and legislative solutions to the identified student struggles. Law schools must allocate greater resources to student needs that range from mental health counseling to academic support--and only after first identifying the unique challenges facing women of color and other students traditionally left at the margins. Legislators must recognize that law students, while privileged in many ways, nevertheless need ongoing support to meet their basic needs; they should consider expanding Supplemental Nutrition Assistance Program (SNAP) benefits to cover law students, providing more financial aid and loan forgiveness, and prioritizing rental assistance so that law students can focus on their academic success and reach their full potential as attorneys.

The article is devoted to the problem of formation of professional foreign language competence of future lawyers in non- linguistic surrounding at the Yaroslavl Mudriy National Law University. With this aim pedagogical experiment was held, which included three stages: axiological, formational, monitoring. Research of the formed professional foreign language competence defined with the help of specially created tests, solution of situations and evaluation of teachers, communications with them. Probability of the results was done by the detailed organization of the experimental, representative choice of students, who participated in the experimental work, differences and similarities of methods of research, according to tests of research. The effectiveness of the system of professional training of future specialists is mostly defined by how consistently it is taken into account. Both students and professors understand the dependence of success of legal activity on the level of formed professional foreign language competence. Professional foreign language competence of future representative of legal profession, prioritize knowledge of foreign professional terminology, knowledge of legal systems of foreign countries. In addition to knowledge, students and professors noted the importance of applying this knowledge in practical international activities to achieve the success in formation of foreign language competence of future lawyers.

In modern higher education, there was a change in the educational paradigm, when the emphasis shifted to the formation of competencies. The goal of the competence approach is to improve the quality of education, which is impossible without the use of educational technologies that guarantee a steady effective result. The priority of teaching foreign languages to future lawyers is the foreign speaking skills formation in general and the monological ones in particular. The introduction of educational technology in the process of monological speaking skills formation, including a set of methods and techniques such as peer review, discussion, working with the text, etc., took place over the course of the pedagogical experiment. Qualitative and quantitative data analysis allowed us to determine the difference in the level of the monological speaking skills formation in experimental and control groups at all stages of the experiment conducted. The effectiveness of the developed technology is determined by the significance of the adaptation stage, the use of the peer review method, which implements the potential of students' metacognitive skills, and the possibility to change the role while evaluating students' answers.

In this scientific article we take a look about education and that, one of the important components in the education of future specialists is language training. So, the main goal of teaching languages at a university is the formation and improvement of skills and abilities in the educational and professional sphere of communication, both orally and in writing. In this regard, the problem of studying language and literature by law students seems to us actual. For this reason we created self-education "Electronic multimedia textbook on the Russian language for law students" and we have discussed in this article its features, one of them is, that in the process of studying the program material, the student has the opportunity to receive current reference information. To do this, in our tutorial there is a section Reference, where a student with the help of a video can find commenting, interpretation, clarity of words and phrases, which interesting to him/her. Also we see, that the material of the textbook supports and enhances the interest of pupils and students of national groups in the country of the target language, which in turn contributes to the implementation of the principles of connection between learning and life and the development of cognitive activity of students.

The research aims to consider the impact that industry representatives as potential employers might produce on law students' multilingual communication skills training in the remote mode due the unexpected global emergencies. The study explores those multilingual communication skills that can be improved through employers' live inclusion in the remote mode training due to pandemic emergency. The research also investigates those features within the multilingual communication skills training that student might consider relevant through employers' live inclusion in the remote mode training due to emergency. The study uses tests in reading, listening, writing, speaking skills, error-based evaluation of translation and interpreting skills at the start and end of training period, and a questionnaire as research instruments. The investigation rests on mixed methods approach, and integrates a number of methods, including a theoretical analysis of the relevant literature, students' pilot training, descriptive statistics, and interpretation, content-based, cluster and factor analysis for data processing and discussion. The pilot studies results confirm that the consistent and systemic inclusion of industry representatives' live contributions into the multilingual communication skills training in the remote on-line mode can improve law students' skills in reading, listening, writing, speaking, translation and interpreting. Further, the study has proved that students evaluate the employers' regular live inclusion in the on-line remote training positively. They appreciate not only the opportunity to improve their legal language skills but their legal mindset and knowledge within multilingual context, as well. Further the study reveals that the emergency shift to remoted LSP, T&I training with the employers' regular involvement requires managerial solutions tailored for the respective activities.

The University of Southern Queensland's online study environment continues to grow with over 16,000 students studying online. Pre-Covid-19, online enrolments typically represent around 67% of all students studying at USQ. This article usefully analyses quantitative data in order to evaluate the effectiveness of the pilot of an online peer-assisted learning program for first-year Law students. The article asks whether a customised online Meet-Up program can objectively enhance student engagement and academic performance in a first-year law course. Results from the pilot were positive and are a productive contribution to the literature on online peer-assisted learning.

Although much research on English for specific purposes (ESP) has been conducted, little focus has been placed on investigating the mechanisms involved in ESP readers' comprehension process. This case study explored the reading process that characterizes a competent ESP reader's comprehension. A juris doctor student attending a major university in the United States was selected for the case study. Qualitative data were gathered through a semi-structured interview, recall protocol, and document analysis, and were thematically coded. The findings revealed the following: (a) The professional domain determines the major purposes of ESP reading. (b) Institutional demands and inadequate L2 proficiency within the target discourse prevent background knowledge in the first language (L1) from being transferred to L2 texts are the major sources of comprehension difficulty. (c) Three strategies can be used to overcome such difficulties. First, schemata (background knowledge) in L1 can facilitate comprehension and enhance the reading process. Second, genre knowledge learned in L1 can be used to dissect the information structure of L2 texts. Finally, the use of L1-based materials can help to overcome the comprehension difficulties arising from the L2 material. The implications for L2 reading instruction and future ESP reading research are discussed.

In this paper, we examine the relationships between overall institutional faculty diversity and law student diversity at institutions with Top 14 law schools and Association of American Universities (AAU) member institutions with law schools over the past decade. We chose to examine these institutions because they are arguably the most influential and have the greatest likelihood to produce students who become university professors (Gasman, 2022). In addition, their graduates are more likely to become prominent judges, politicians, and attorneys (Deo, 2019). The paper includes 12 major findings, including: Diversity at higher ranking law schools shows more law student diversity in contrast to law schools that are ranked lower. It appears that law students of color tend to attend higher ranked law schools as a preference upon decision to attend law school.

The wellbeing of students in higher education generally, and law students, in particular, has become an area of increasing concern in recent years. Despite the growing interest in the area, empirical work on the wellbeing of distance learning law students remains sparse. This paper builds on previous studies around wellbeing in higher education, especially in relation to law schools, by reporting on the findings of a series of focus groups conducted with distance learning law students at The Open University. Its aim was to explore participants' perceptions of how studying law had impacted their wellbeing. Its findings indicate that participants viewed the online distance-learning nature of their studies as having the most significant impact on their wellbeing, generating a range of practical and psycho-social implications. Although issues specific to the law as a discipline were raised, it appeared to be the mode of delivery, not the subject content, that was of primary relevance. This exploratory study is particularly salient at this time when law schools across the globe have been forced to perform an 'online pivot', with many now also considering expanding their long-term online offerings. The paper concludes by considering the ways in which the results of this study could usefully inform future wellbeing initiatives within online legal education.

Research often examines cognitive load as it relates to direct instruction, worked examples and problem-solving combined as an integrated whole. The present study examines these strategies in isolation to see their effect on cognitive load. Using learning materials covering the basics of critical thinking to undergraduate law students (n = 160) at a Russian university, the current study isolated direct 'example-free' instruction, worked examples with no instructional explanations and problem-solving free from any form of instruction to examine their effects on cognitive load. Results show that students' levels of cognitive load differ by condition. Clearly separating instructional strategies in this manner allows for the examination of how learners process information at a particular phase of instruction, and ultimately a more precise and accurate explanation of how specific instructional strategies contribute to cognitive load.

The objective of the article is the correspondence of individual and typological features of the student to the chosen direction, which promotes successful adaptation to study at the university and readiness for future professional activity. The aim is to reveal psychological features of personality of students: doctors, engineers, and jurists. Materials and methods are the following: 180 students of 1-3 year (17-25 years old): future doctors (n=80), jurists (n=50), and engineers (n=50). We studied the psychological characteristics of personality. The program «Mini-mult» of the medical diagnostic hardware and software complex «Biomysh Research» («Neurolab», Russia) was used. The statistical analysis was performed by parametric method using the Student's t-test. The results are the following: students of different specialties have intergroup and individual differences in neurodynamic and cognitive functions. The most significant difference was found on scales 1, 2, 6, 7 (??0.05-0.01). The personality pattern of students (future doctors and jurists) has a «peak», three-phase pattern, and no reliable differences between the contrasting ones. The average psychological profile of the personality of students, future engineers is «linear», all its indicators are between 45T and 55T. Such profile is found in persons referred to the concordant norm. Conclusions are the following: students of all studied groups are characterized by high openness and desire to present themselves in a more favorable light on indicators of three evaluation scales (L, F, K). The psychological profiles of doctors and jurists are similar. Contrasting «peaks» are on scales of hysteria, paranoia and schizoidity. It testifies to constant dissatisfaction and indomitable aspiration to the set goal. Determination, flexibility of behavior with low level of anxiety, and confidence in decision making are inherent in future doctors and jurists. Engineering students are confident, satisfied with themselves and their surroundings, sociable, optimistic, and cheerful. However, their level of anxiety is higher than the level of jurists. It is recommended to create a system of organizational and pedagogical conditions for the formation and development of «western components of professional mobility» for students of various specialties.

In tertiary legal education, self-regulated learning is demonstrated through active goal-directed, self-control of behaviour, motivation, and cognition for assessment tasks by an individual learner. Self-regulated learning involves a recursive cycle, involving three phases: forethought, performance and reflection. Through the creation of LinkedIn undergraduate e-profiles through the assessed task, the students are trained to be self-regulated learners. The effectiveness of LinkedIn in achieving the aim of self-regulated learning will be evaluated and demonstrated. In addition, professional networks help educate students who hold uninformed views of the workforce they are about to join. Networking is an essential part of building capital, and online social media tools, such as LinkedIn, is a suitable resource. This paper shows one innovative method for encouraging law students to be self-regulated learner in shaping their presence in the professional world by using LinkedIn. Their profiles with the necessary skills will be their foundation to venture into the real legal world.

The present study aimed to investigate the desirable assessment methods of the performance of the BA law students during internships, using a mixed methods research approach. The data was collected by using semistructured interviews and questionnaires. In the qualitative part of the study, interviews were conducted with 28 internship experts, lawyers, faculty members from the University of Isfahan, and graduate students, who were purposively selected. In the quantitative part, questionnaires were administered to 114 students from the academic year 2017-2018 and the graduates from 2014-2017 in the field of law. The results of the qualitative part of the study revealed that the interviewees emphasized the professor's assessment of student performance. The results of the quantitative part of the study revealed that "student performance in simulated settings" and "practical and diagnostic capabilities of students for dealing with client problems" are among the desirable assessment methods of the performance of the BA law students during internships.

The article substantiates the pedagogical conditions of developing professional culture in law students. To this end, the authors reviewed scientific (pedagogical, psychological, legal) literature, taking into account particularities of professional activity of future lawyers, as well as educational standards of training law students in higher educational institutions (HEIs) of Ukraine, and the component structure of professional culture of future lawyers. The above steps suggested that ensuring efficient development of the phenomenon under study is possible through the realization of a set of pedagogical factors, namely: formation of professional-subject constructs of professional culture of law students in the process of solving simulated professional situations; involvement of law students in professional activity through legal clinics; creation of a professional and cultural educational environment in HEIs. We selected the pedagogical conditions with emphasis on the components of professional culture of law students. Thus, each specific pedagogical condition was directed to the formation of a specific component of the phenomenon under study. We applied A number of methods of scientific knowledge and special techniques in the course of the experimental research to study the level of the development of professional culture in law students. To check the effectiveness of the implementation of certain pedagogical conditions, we conducted a pedagogical experiment, which consisted of a series of successive stages. The students of the control groups studied with the use of the traditional system of training law students. In the experimental groups, pedagogical conditions of developing professional culture in law students were realized by implementation of competent, contextual, systematic approaches and innovative methods were used during classes in a number of professional subjects. The analysis of the indicators of the level of professional culture development in law students shows that there are students with low levels in both categories of groups. Therefore, the improvement of the professional training of lawyers in the direction of further development of their professional culture according to our method becomes topical, since significant positive results were obtained in the experimental groups.

The objective of this study was to find out how effective the use of cloud technologies is in the formation and development of critical thinking in future lawyers. An experimental model using cloud technologies was tested in training courses in the special (Civil Law, Fundamentals of Administrative Law) and general (English for Specific Purposes, Business English) subjects of the educational professional programme for training specialists of Specialty 081 "Law". The method of test control and the method of component analysis were used to diagnose the level of academic performance of students selected for the pedagogical experiment in the training courses. To accomplish the research objectives, the results of the author's tests (seven control points) performed by students of both groups. IBM SPSS Statistics 25.0.0.1 software was used to analyse the quantitative data. Two-tailed P-value and Student's t test were calculated for statistical processing of experimental data. The study showed the effectiveness of the use of cloud technologies for the formation and development of critical thinking in future lawyers. The authors conclude that the use of cloud technologies in the professional and linguistic training of lawyers also facilitates feedback, which increases students' educational motivation and allows for monitoring changes in students' personality development.

The article foregrounds the problem of forming professional culture in the preparation of future lawyers based on the competency-based approach. It also focuses on problems related to its implementation in the educational process of a modern education institution. The research reveals the essence and structure of a future lawyer's professional culture. Thus, a lawyer's professional culture is a set of various cultural components (esthetic, legal, informational, economic, and political) and legal rules put forward to a lawyer while performing his/her main functions and professional principles. A questionnaire survey has been carried out to identify students' attitudes towards a supervisor and his/her impact on forming professional culture. In addition, to diagnose a level of professional culture formation, a psychological study has been conducted based on students' personal and professional qualities. The research has provided the assessment of socially educational work at the Law Faculty at Taras Shevchenko National University of Kyiv. It has been stated that the creation of certain psychological and pedagogical conditions for forming the professional culture of the student youth is one of the priorities of socially educational work at the Faculty. The main forms of socially educational work directed towards forming the professional culture of future lawyers are educational talks, seminars, a case-method, thematic meetings, student conferences, excursions, business and simulations, meetings with experienced practitioners, etc. Besides, the originally designed integrative course entitled "Professional culture of a specialist" has been implemented in the educational process. It uses the main principles of the competency-based approach to training students for their job as a lawyer as well as to demonstrate the main forms, methods, and techniques of working with different subjects. This process required the application of interactive teaching methods. It has been specified that the implementation of the competency-based approach to legal education enables us to determine its substantive content and impact. It provides an adequate standard for the professional culture of future lawyers.

The article urges the problem of enhancing the academic activity of law students as one of the ways of improving the efficiency and quality of professional training. The nature and structure of academic activity of future lawyers are covered. Thus, academic activity is a form of a human activity, which structure is viewed through the prism of mastering a set of knowledge and methods of activity, moral and ethical values, as well as social relations. Academic activity of student youth promotes mastering of basic methods and practical experience of solving professional problems, development of planetary thinking and creativity, that is, it is a professional-oriented activity. In order to enhance the academic activity of law students, the features of its structure were investigated. In particular, the following components were selected: motivational, cognitive and practical. A questionnaire on the topic "Why did I choose the profession of a lawyer?" was conducted. The pedagogical experiment and psychological research based on two methodologies, Ilyina's "Motivation to study in higher educational institutions" and Ayzenko's method of figurative thinking "Find regularity", have been involved. An assessment of the impact done by interactive teaching methods of students, who are studying at the National Aviation University, the specialty "Law", has also been provided. The main ways to solve the problem of intensifying the educational activities of future lawyers have been identified. They include the development of communication, mental processes, motivation to study, active involvement of students in educational activities, and taking responsibility for studying in the higher educational establishment. Problems of interaction between teachers and students while training and increasing students' independence need further development.

This study deals with solving the current problem of pedagogy of high school -- consolidation of theoretical and practical approaches to ensure the quality of professional training of law students. According to the author, the introduction of simulation modelling technologies in training courses allows enhancing interdisciplinarity in teaching, which is an important way of meeting the dynamic needs of students in close connection of theoretical and practical blocks of professional training of future specialists. The experience of the American Bar Association on the future of legal education has suggested the idea of applying mock-court as interdisciplinary models. Experimental application of mock-court was tested in the courses "Criminal Law" and "Civil Law", which are part of the block of special disciplines of the educational and professional training program in specialty 081 "Law". Mathematical data processing and STATA software were used to analyse the results obtained and to objectively consider the dynamics of changes in personality-organizational, operational-activity, cognitive-competence, personality-motivational, information-technological, linguistic-communicative components. The study showed the effectiveness of the use of mock-court on the development of all components of the readiness of law students for professional socialization. The authors concluded that the application of mock-court in the professional training of future lawyers contributes to feedback increasing students' educational motivation and allows monitoring of changes in student development. This model can be applied to enhance interdisciplinarity in the teaching of other courses of the block of special subjects of professional training of lawyers.

University law schools have been beset with a sense of schizophrenia ever since first established in the 19th century. They were unsure as to whether they were free to teach and research in the same way as the humanities or whether they were constrained by the presuppositions of legal practice. More recently, this tension has been overshadowed by the impact of the neoliberal turn and disinvestment by the state in higher education. Ironically, as government has provided less money to universities, it has arrogated to itself increased control over teaching standards and research productivity. At the same time, the mastery of the legal profession continues to be exercised through the specification of 11 subjects required for admission to legal practice, known as the 'Priestley 11'. Drawing on Foucault's idea of the self as a kind of enterprise, it is argued that law students have also assumed an element of mastery over what is taught and how it is taught. It is suggested that all elements of mastery are imbricated with one another so as to reify enterprise and capital accumulation within the neoliberal economy. [This article was presented at 'Satisfying Many Masters: Teaching into Professional Degrees in Law and Engineering in the 21st Century', University of Southern Queensland, September 30, 2019.]

Needs analysis is regarded as an essential step for developing a curriculum for English for specific purpose courses. Assessing learners' present and real-life language needs can contribute to learners' active participation in learning processes. This study aimed to assess English geared law learners' needs and to analyze the pedagogical tasks in international law ESP textbooks. To this end, pedagogical tasks practiced in ESP courses for international law students at universities in Iran were identified. Furthermore, the participants' wants and needs were asked through interviews. The participants were selected using a convenience method of sampling. The results were analyzed both qualitatively and quantitatively. The results indicated that law discourse community members need to read the cases, brief the cases, articulate the cases, interpret the cases, preset the cases orally, interact with the other discourse community members, argue, express themselves, and take notes while listening to and reading the cases. The results of this study showed there was no agreement between what the learners wanted and felt to need and what the authors of such books selected as the relevant tasks; some of the pedagogical tasks were not aligned with the real-life tasks. Such incongruences can be found in different perspectives like mode, channel, and degree of interaction. The results can be used to help book designers and material developers in the field.

In this article, I show how the study of the poems of Charles Reznikoff -- a 20th century American lawyer -- helps teach the critical art of paraphrase to International law students, lawyers from The Temple's LLM Program. Scholars have acknowledged the difficulty of teaching paraphrase to students from civil law countries, acknowledging that it too often results in patchwriting or mere recitation, drained of any text-based policy analysis. Drawing on the fields of ESL, Composition, and Legal Writing, I show how the study of the poetry helps my student learn US-style legal writing. We use the poetry of Reznikoff, who, during the 20th century, wrote poems about reported cases in which race played a dominant role. The students summarize Reznikoff's poems into prose form and reported cases into poetry. Moving from one genre to another enhances the students' paraphrase skills, which they then apply to a modern search and seizure problem raising the issue of racial profiling. The students now demonstrate improved paraphrase skills and are more familiar with policy analysis -- skills that will greatly enhance their ability to practice law. Students in the humanities, sciences, and social sciences -- any field that values critical thinking and writing -- will also benefit learning these skills.

The great importance of textbooks in the English language in the academic, pedagogic, and scientific world is uncontested. Acquiring holistic knowledge of legal transdisciplinary is of great importance to Islamic law students in Indonesia. Nevertheless, English reading proficiency of Indonesian students is problematic. The present research was to identify the genre types and unfold them through what patterns the genres are mostly structured. Data of the study were one Islamic law textbook and one jurisprudence textbook used as teaching resources and required reading at Universitas Islam Negeri Sumatera Utara, Indonesia. Based on the five main Systemic functional linguistics-based genre frameworks for the analysis, findings from the Islamic law textbook showed 18 genre types including three proposed ones under four genre families of which History genres are the most frequent ones followed by Explanation, Report, and Argument genres. On the other hand, 16 genre types including three new ones belonging to four genre families were identified in the jurisprudence in which Report genres are the most frequent ones followed by Argument, Explanation, and History genres. The commonalities and discrepancies of the findings between the two legal textbooks are assumed to be the logical results of the ideological differences and the resource aspects from which the legal discipline is oriented. The findings of the study would be useful to design teaching of reading legal English texts that can facilitate students which is unfortunately neglected by both English and law teachers.

Like any other discipline, academic writing is equally crucial for law undergraduates to master. Project reports, argumentative essay writing on current socio-legal affairs and research paper writing comprise requisites in academia for law learners. Students' appropriation of higher order concerns in academic writing is a major challenge for teachers, as the physical classroom discourse community is typically passive and does not give enough opportunities to students to think critically about their writing processes. The teacher is expected to provide feedback to students on their writing, which often leads to the creation of only one feedback centre, restriction of the scope for varied perceptions and formation of multiple small discourses where the teacher is the central point of reference in every discourse. Consequentially, students can fail to develop self/peer-critiques in the ongoing discourse. The present paper has its focus on the recreation of discourse communities using a learning management system at the Law School, Bennett University, India, to promote peer-to-peer learning for honing higher order concerns in academic writing. The paper investigates how law students behave whilst interacting in a recreated online discourse community, benefit through peer feedback, and enhance their knowledge of the academic writing genre of argumentative essays, its subject matter and rhetoric involved. The methodological triangulation of pre-test/post-test analysis, student survey and conceptual content analysis of students' interaction transcripts support recreation of online discourse communities in academic writing instruction.

The purpose of this paper is to describe the influence of political knowledge on the political behavior of highly educated Muslim society in addressing political issues. This research used cohort-based quantitative method through data collection, interviews, and documentation. To collect information from respondents, this research used questionnaire to reveal their political knowledge levels and behaviors. Interviews towards respondents were also conducted to directly confirm the information in the questionnaire. This paper presents information that highly educated Muslims cannot always be invited to dialogue-based solely on political knowledge in understanding and responding to political issues but must be invited to understand through thinking channels outside of knowledge. There is another dimension that shapes the political attitudes of highly educated Muslims in Indonesia, in this case, the religious doctrine which is more dominant than knowledge. Thus, knowledge is not the main factor in controlling people's actions and attitudes, but only a small part of the accumulation of factors.

An interdisciplinary approach has been adopted for undergraduate Law and Social Science students attending separate seven-week intensive language communication courses run at the University of Helsinki. The challenge has been to anchor this pedagogical development within theoretical frames of reference that contextualise the interdisciplinary PBL simulation. Focus is placed on one of the simulations - Bradford Simulation, based on the 1995 riots involving the Pakistani immigrant community in the English city of Bradford. Conflict encompasses multidimensional problems and synthesising interdisciplinarity with the PBL simulation attempts to create a learning environment in which students can gain an insight into the intricacies of conflict analysis, management and resolution. Considerations of student identity and learning factors are recognised. Key operational management factors requiring advanced organisational and communication skills by the teacher are also broached. Whilst positive outcomes have accrued there are limitations that have compromised the activity.