Journal articles on the topic 'INTERLISP (Computer programme language)'
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Prastikawati, Entika Fani. "Dyned Programme as Computer Assisted Language Learning (CALL) for University Students: A Perception and Its Impact." International Journal of Emerging Technologies in Learning (iJET) 14, no. 13 (July 15, 2019): 4. http://dx.doi.org/10.3991/ijet.v14i13.10448.
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This paper explores the student’s perception on the application of Dyned Programme as Computer Assisted Language Learning (CALL) in English department of Universitas PGRI Semarang, Indonesia. This study is descriptive qualitative. Otherwise, it needs the statistical data in calculating the result percentage. It took 85 students of the first semester students who have already joined Integrated Course (IC) as the sample. IC is a subject which involves ICT-based learning. In this case, Dyned Programme is the ICT-based learning used as CALL. The result of this study shows that the students are satisfied with ICT facilities provided as the media in English teaching and learning. In addition, the use of Dyned Programme in English teaching and learning is well-accepted by the students. Moreover, it comes to the students’ perception that shows us how important the media of ICT in English teaching learning process in order to make the students interest in learning English.
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Pan, Jun, Jackie Xiu Yan, and Jing Zhang. "From blended to virtual learning: insights from a language enhancement workshop programme." International Journal of Mobile Learning and Organisation 16, no. 3 (2022): 349. http://dx.doi.org/10.1504/ijmlo.2022.124179.
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ZHANG, Jing, Jackie Xiu Yan, and Jun Pan. "From blended to virtual learning: Insights from a language enhancement workshop programme." International Journal of Mobile Learning and Organisation 16, no. 1 (2022): 1. http://dx.doi.org/10.1504/ijmlo.2022.10046494.
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Shrivastava, Akash. "3D Model of the Planetary System." Applied Mechanics and Materials 110-116 (October 2011): 3111–16. http://dx.doi.org/10.4028/www.scientific.net/amm.110-116.3111.
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An effort is made to develop a computer programme by using C++ language to generate the orbits of the planets of the solar system in a three dimentional view. The programme presented makes the orbits and one can see the rotations. It is also possible to make the same programme in 2D.
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HARKER, MIHYE, and DMITRA KOUTSANTONI. "Can it be as effective? Distance versus blended learning in a web-based EAP programme." ReCALL 17, no. 2 (November 2005): 197–216. http://dx.doi.org/10.1017/s095834400500042x.
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This paper discusses the effectiveness of a web-based learning programme of English for Academic Purposes (EAP) for British students from ethnic minority backgrounds. Original web-based materials for English for Academic Purposes (EAP) were developed and 43 student volunteers participated in two different modes of learning during the 9-week long programme: through blended learning and at a distance. The study attempts to investigate which mode of delivery is more effective in terms of student retention, achievement levels and satisfaction with the programme. The study found that the blended learning mode was much more effective in student retention in this non-credit bearing programme, whilst students’ achievement levels were similar in both groups. In addition, formative and summative feedback from the students suggests that most students in both groups were satisfied with this web-based EAP programme.
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Kyrysyuk, А. "DESIGN METHODOLOGY LEXICO-SEMANTIC GRAPHS WITH THE HELP OF THE GEPHI COMPUTER PROGRAM." MESSENGER of Kyiv National Linguistic University. Series Philology 25, no. 1 (August 26, 2022): 57–69. http://dx.doi.org/10.32589/2311-0821.1.2022.263112.
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The article examines the problems of searching various formal models that are able to reflect fragments of the surrounding reality as structures of consciousness of speakers of a certain language. Graphs were established to be the most suitable for formalizing knowledge about fragments of existence among such models. The construction of graphs reproduces the relationship between the components of these fragments. The author made an excursion into the theory of graphs, characterized their typology and revealed possibilities of using graphs in linguistic studies, in particular for the formalization of elements of the phonological, morphological, syntactic and lexico-semantic language levels.The developed methodical algorithm for constructing a graph of the lexico-semantic field of the pandemic using the Gephi computer programme helped to visualize the structure of the lexico-semantic field and the relationship between its core and periphery, as well as to measure the degree of semantic density of the elements of the lexico-semantic field. The research showed the following advantages of the selected computer programme: support for the Windows operating system; simplicity and user friendliness; possibility to upload the necessary document to the system (CSV file), which facilitates the user’s work, because it is not necessary to manually enter data about vertices and edges into the programme; preview of the constructed graph and editing of its elements; saving in a special format for further display of the interactive graph on the Internet. The selected programme was used to construct a complex undirected lexico-semantic graph with a vertex pandemic.
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Moumoutzis, Nektarios, Chara Xanthaki, Stelios Perrakis, Manousos Manousakas, and Lilia Pavlova. "Promoting Python Code Clubs in Greece: A Teacher Training Program and a Case Study." Digital Presentation and Preservation of Cultural and Scientific Heritage 11 (September 10, 2021): 187–202. http://dx.doi.org/10.55630/dipp.2021.11.16.
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We present the design, implementation and evaluation of a training programme for Computer Science teachers on the educational use of the Python programming language inside and outside school. The programme used pre-existing educational resources centered on meaningful, self-contained programming projects. The training programme followed a blended-learning approach thus offering an opportunity to many computer science teachers make their first steps towards the educational use of the Python language within a very promising learner-centered pedagogical framework. After the initial training phase, the participating teachers were supported to establish and run local Python code clubs. The paper presents the experience from establishing, running and evaluating one of them, established at Chania, Crete by three of the authors. The evaluation clearly demonstrates the effectiveness of the code club approach to learning to code in a manner that is engaging, fun and meaningful for the students and opens up new creative opportunities for them.
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Leahy, Christine. "Introducing ICT to teachers of an institution-wide language programme: Principal considerations." JALT CALL Journal 2, no. 3 (December 31, 2006): 3–14. http://dx.doi.org/10.29140/jaltcall.v2n3.28.
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Jismulatif, Jismulatif, and Marzuki Marzuki. "A REVIEW OF RECENT MANAGEMENT AT RIAU UNIVERSITY LANGUAGE CENTRE, INDONESIA." International Journal of Educational Best Practices 2, no. 1 (August 18, 2018): 54. http://dx.doi.org/10.31258/ijebp.v2n1.p54-61.
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Abstract: This case study was focused on a review of the recent management of the language Centre programme, University of Riau. The data were collected using triangulation method where some instruments were used, two sets of questionnaires for the students and staff, a semi-structured interview for the three staff, the results of students’ exams, and policy documents. The findings provided the evidence that the students were more motivated to study English for their future employment (instrumental motivation), whereas the staffs were more motivated to teach English for intrinsic rewards rather than extrinsic rewards. The findings also showed that the quality of teaching was generally good but it was suggested that the number of the computer for CALL program be increased, and more importantly, among the staff and the Manager be continuously built for a strong teamwork which could positively affect the implementation of the programme.
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Cubukcu, Feryal. "PRACTICES AND PERSPECTIVES OF TEACHER TRAINEES UPON ONLINE LANGUAGE EDUCATION PROGRAMME." Modern Higher Education Review, no. 5 (2020): 81–90. http://dx.doi.org/10.28925/2518-7635.2020.5.8.
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The expansion of instructional technologies in education has made it possible to learn and teach a second or foreign language online, without recourse to face-to-face teaching. A great deal of information is available on the varying formats and relative efficacy of online language-learning programmes. Teaching and learning is one of the core activities within higher education, such as universities and colleges. Almost every university in the USA now offers some type of computer online courses and most offer online programs in which all or most of the courses are taken via electronic means with a minimum of face to face real personal contact between instructor and student. There are many instructors and professors who claim that this electronic instruction is the future of teaching and the future of learning. Technology brings a lot of benefits to online classes such as flexibility, reduced costs, networking, documentation, increased student time, accessibility and self-discipline. Instructional technologies have been used extensively after the spread of COVID19. Council of Higher Education in Turkey closed down all the universities and embarked on online education by issuing a statement that all universities were free to choose the platform they wished to use. This study aims at discovering how online language teacher education programmes yielded emerging patterns and how teacher trainees’ perspectives were in relation with these online language teacher education programmes. To reach this aim, 275 teacher trainees at the Department of English Language Teaching participated in the study and semi-structured interviews were held with them. This discussion illuminates critical issues and attitudes of teacher trainees along with the challenges unique to programmes as a future research agenda.
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Chua, Nurul Ain, and Goh Ying Soon. "Performing Communicative Language Teaching in Mandarin Mobile Learning." International Journal of Interactive Mobile Technologies (iJIM) 15, no. 05 (March 16, 2021): 87. http://dx.doi.org/10.3991/ijim.v15i05.20899.
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<p class="0abstract">Students should be able to develop their communication abilities instead of just concentrating on translation methods. As a result, Communicative Teaching Language (CLT) had become the most favored approach to achieving the verbal goal as it was known as the most effective strategy to enhance learners' communicative competence. However, it was not a one-size-fits-all approach, and language instructors were advised to integrate educational technology to develop learning for students. Hence, CLT Mandarin mobile learning via personal action research was conducted to determine the extent of the approach on students' oral learning attainment, attitudes, and learners' recommendations during the learning process. The communicative task used in this study was Chatting to Mandarin Native Speakers programme. Pre- and post-oral assessments had been conducted in response to research inquiries. In verifying the reliability and validity of the study, data were triangulated through students' oral assessments, Students' Diaries, Self-Reflective Journals and Focus Group Interviews. The outcomes showed that students enjoyed the activity and improved their confidence and oral competence. Also, they suggested that there should be more language activities. The findings indicated that, when designing CLT technology-integrated projects, an instructor needed to consider students' learning preferences which make the project a success.</p>
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Beukes, Vernita. "The effect of four of Richard Mayer’s design principles on vocabulary retention in an Afrikaans computer programme." Computer Assisted Language Learning 32, no. 1-2 (November 2018): 118–31. http://dx.doi.org/10.1080/09588221.2018.1488737.
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Gawliczek, Piotr, Viktoriia Krykun, Nataliya Tarasenko, Maksym Tyshchenko, and Oleksandr Shapran. "COMPUTER ADAPTIVE LANGUAGE TESTING ACCORDING TO NATO STANAG 6001 REQUIREMENTS." Advanced Education 8, no. 18 (June 22, 2021): 19–26. http://dx.doi.org/10.20535/2410-8286.225018.
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The article deals with the innovative, cutting age solution within the language testing realm, namely computer adaptive language testing (CALT) in accordance with the NATO Standardization Agreement 6001 (NATO STANAG 6001) requirements for further implementation in foreign language training of personnel of the Armed Forces of Ukraine (AF of Ukraine) in order to increase the quality of foreign language testing. The research provides the CALT method developed according to NATO STANAG 6001 requirements and the CALT algorithm that contains three blocks: “Starting point”, “Item selection algorithm”, “Scoring algorithm” and “Termination criterion”. The CALT algorithm has an adaptive ability, changing a complexity level, sequence and the number of items according to the answers of a test taker. The comparative analysis of the results of the CALT method piloting and the paper-and-pencil testing (PPT) in reading and listening according to the NATO STANAG 6001 requirements justifies the effectiveness of the three-level CALT method. It allows us to determine the following important benefits of CALT: test length reduction, control of measurement accuracy, objective assessment, improved test security, generation of a unique set of items, adaptive ability of the CALT algorithm, high motivation of the test takers, immediate score reporting and test results management. CALT is a qualitative and effective tool to determine test takers’ foreign language proficiency level in accordance with NATO STANAG 6001 requirements within the NATO Defence Educational Enhancement Programme. CALT acquires a special value and relevance in the context of the global COVID 19 pandemic.
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Davis, Leslie. "Hermes and the tower of Babel." ReCALL 5, no. 9 (November 1993): 3–7. http://dx.doi.org/10.1017/s0958344000004043.
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The object of this paper is to outline the current thinking of the European Commission, or more accurately of DGXIII in Luxembourg, on the subject of that fascinating point of intersection between language and technology. An initial presentation of background issues will serve as a platform on which to analyse the direction the Commission's policy on linguistic research might take in the 4th Framework Programme (1994–98). Finally some suggestions will be made of ways in which language teachers, and researchers in the field of CALL, could try to become involved in the R+D activities of the Framework Programme (in the short/medium term) and, perhaps more importantly, influence the scientific content of future European Community research programmes.
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Drach, Anna S. "ТЕХНОЛОГІЯ РОЗРОБЛЕННЯ ПРОГРАМНИХ ПРОДУКТІВ ДЛЯ НАВЧАННЯ ЧИТАННЯ ХУДОЖНІХ ТЕКСТІВ (НА ПРИКЛАДІ «ENGLISH FOR PHILOLOGISTS: ASPECT OF READING»)." Information Technologies and Learning Tools 67, no. 5 (October 30, 2018): 161. http://dx.doi.org/10.33407/itlt.v67i5.2136.
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The article considers the issue of educational computer program development: the stages, blocks, aspects and peculiarities. The definition of an educational computer program as a means of information and communication technologies, created for the development of skills and abilities related to foreign language competence is given taking into account the psycholinguistic patterns of reading a text, methodical approach to teaching reading fiction via information and communication technologies . It was distinguished that educational computer program as a software for educational purposes can be offered as a system consisting of two main components: informational and software implementation. The development of educational computer programs suitable for educational institutions involves continuous interaction between the author of educational materials and the programmer. The process of creating a qualitative educational computer programme consists of certain stages: preparation of source materials; development of the programme structure of educational computer program; creation of a software product; aligning and adjustment; implementation of educational computer program; testing software product; educational computer program updating and error correction. The article describes the created educational program "English for Philologists: aspect of reading" that meets the criteria of correspondence and the criteria for evaluating computer programs for teaching foreign languages taking into account the peculiarities of digital text. The experimental introduction of the computer program «English for Philologists: aspect of reading», comparison of the average indicators of pre- and post-experimental sections in experimental groups and the growth by12% have showed that the training for future teachers of English language reading fiction via the educational computer programme «English for Philologists: aspect of reading» has proved to be effective: all the groups have reached the required level of reading comprehension.
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Leka, Klodiana, and Emilda Roseni. "Students’ Challenges in Online Learning Engagement." Journal of Educational and Social Research 12, no. 6 (November 5, 2022): 298. http://dx.doi.org/10.36941/jesr-2022-0164.
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The purpose of this study is to analyze the involvement of students in the learning process in online platforms to understand more about the advantages and disadvantages of this process as well as its challenges in general and of foreign language students in the master degree programme in particular. The information gathered from 50 respondents through the questionnaire is analyzed through the computer program SPSS 25 in order to obtain a more complete and professional analysis. The questionnaires were filled out by the foreign language students in the master degree programme at Aleksander Moisiu University, Durres - Albania during the period January - March 2022. The findings of the paper prove that online learning experience depends mainly on online learning activities, reading and writing during online courses, tests and evaluations; student engagement in online learning depends mainly on activities that are performed during the process of online learning, in addition to the writing and reading process of the foreign language; the employment status of foreign language students studying in the master programme has influenced the educational process developed on online platforms; and sstudents’ inclusion in the educational process on the online platform has an impact on their academic level.
Received: 24 August 2022 / Accepted: 28 October 2022 / Published: 5 November 2022
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East, Martin. "Calculating the lexical frequency profile of written German texts." Australian Review of Applied Linguistics 27, no. 1 (January 1, 2004): 30–43. http://dx.doi.org/10.1075/aral.27.1.03eas.
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Abstract Measures of lexical richness aim at quantifying the degree to which L2 writers are using a varied and large vocabulary. One method for calculating lexical richness is the Lexical Frequency Profile, or LFP (Laufer & Nation, 1995). The LFP, calculated by a computer programme, provides a detailed picture of vocabulary use measured against several frequency lists of words. This paper reports on a small-scale study to investigate the effectiveness of calculating the LFP of written texts of German. This study formed part of a larger study to investigate the impact of dictionaries on students’ writing. Six subjects completed two timed writing tasks in examination conditions, one with and one without a bilingual dictionary. It was envisaged that the LFP might be helpful in determining if the presence of the bilingual dictionary made a difference to students’ lexical sophistication. A calculation of the LFP was carried out using two context-specific lists. Figures were calculated for the number of word tokens and word families. It was concluded that, although using the computer programme with German texts presented some difficulties not present when using the software with English frequency lists, the LFP showed itself to be a valuable diagnostic tool that was able to differentiate between proficiency levels in German and to provide useful information about lexical richness in German texts.
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Syarif Sumantri, Mohamad, and Nur Latifah. "Utilising AQAS 2021 Suggestions to Improve Postgraduate Primary Education Doctoral Programme Curriculum: Reflections from the Field." International Journal of Scientific Research and Management 10, no. 10 (October 12, 2022): 1231–44. http://dx.doi.org/10.18535/ijsrm/v10i10.sh01.
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This study seeks to analyse the doctoral programme curriculum in basic education, Jakarta State University, and follow up on the recommendations of the AQAS international accreditation agency as a standard curriculum requirement. The programme was evaluated by collecting, analysing and following up on information regarding the challenges and confidence on the ability to meet the curriculum requirements. Responses to indicators are presented with comparisons based on the characteristics of the components of the AQAS/EQF accreditation review. The findings focused on the documentation and assessment process. The most frequently reported challenges were lack of enthusiasm or support from staff and students; need for common understanding regarding the curriculum; and time constraints faced by teaching staff. Overall, the programme evoked a moderate level of confidence from the alumni and graduate community. However, the characterisation of the basic education curriculum could not be determined. The findings show that the basic education doctoral study programme requires support from teaching staff to reduce the burden of curriculum, especially courses that are adapted to Outcome-Based Education OBE. Likewise, students' perceptions of the lecture process using a student-active learning approach may influence some programmes, as well as the implementation of the 6Cs, especially foreign language communication competence, which is a challenge for faculty and teaching staff. Further research is imperative to determine how the programme addresses this issue, and explore whether study programmes may report differently on EQF indicators after completing an accreditation review. The findings may help the postgraduate education association evaluate the joint curriculum.
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Lopez Maestre, Maria D. "LINDA BL 1.0. A Linguistic Digital Assistant for the Analysis of Block Language." International Journal of Corpus Linguistics 4, no. 2 (December 31, 1999): 299–330. http://dx.doi.org/10.1075/ijcl.4.2.07lop.
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In this paper, we present and discuss a computer programme designed for the linguistic annotation and processing of corpora of Block Language (headlines, proverbs, graffiti, advertising headlines, cinema titles, etc.) in English. LINDA BL 1.0 (LINGUISTIC DIGITAL ASSISTANT FOR THE ANALYSIS OF BLOCK LANGUAGE version 1.0) was designed at the University of Murcia (Spain) to enable the user to study linguistic variation in the sentence structure of Block Language texts from a stylistic point of view and with reference to the social-semiotic environment of the context of situation of these varieties of language.
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Mañoso-Pacheco, Lidia, and Roberto Sánchez-Cabrero. "Perspectives on the Effectiveness of Madrid’s Regional Bilingual Programme: Exploring the Correlation between English Proficiency Level and Pre-Service Teachers’ Beliefs." Education Sciences 12, no. 8 (July 31, 2022): 522. http://dx.doi.org/10.3390/educsci12080522.
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This study aims to examine the opinions of prospective pre-primary and primary teachers about Madrid’s regional Bilingual Programme in Spain, assessing the correlations between their self-perceived level of English and their positioning concerning the effectiveness of the regional programme. Although there is a growing body of research in the field of education on how CLIL (Content and Language Integrated Learning) provisions impact in-service teachers’ attitudes concerning bilingual education, there is a dearth of literature on the way student teachers depict the teaching reality. Thus, this paper explores pre-service teachers’ beliefs towards the Bilingual Programme via an ad hoc questionnaire, administered to a non-probabilistic sample of 170 undergraduate students at the Universidad Autónoma de Madrid. The data collected were explored using Chi-square and Somers’ D tests. The results show that the self-perceived English level, greatly determined by prior bilingual schooling, has a strong influence on their perceptions about the Bilingual Programme. The findings also indicate that, although the learning experience at the pre-primary stage is valued positively by students, the acquisition of curricular contents in primary education is seen as negatively affected due to English medium instruction.
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Kaur, Kashmir. "Embed sustainability in the curriculum: transform the world." Language Learning in Higher Education 12, no. 2 (October 1, 2022): 605–16. http://dx.doi.org/10.1515/cercles-2022-2061.
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Abstract This paper is an activity report that draws on the experience of embedding sustainability into the mainstream curriculum in the Language Centre, School of Languages, Cultures and Societies at the University of Leeds, UK. It describes and reflects on programmes that delivered the concept of sustainability and how learners developed their academic and sustainability literacies. The programmes in question are Language for Engineering and Language in Context Sustainability module. These programmes are developed and delivered in the context of English for Academic Purposes to pre-sessional postgraduate and undergraduate international students. The former programme prepares students for their postgraduate studies in the receiving schools, such as Engineering, Computer Science and Transport. The latter is an elective programme for a cross-discipline student cohort primarily to develop language specific to the concept of sustainability. Both programmes focus on expanding subject specific lexis and developing criticality skills. Positive student engagement and response – student feedback – is an effective indicator that there is a demand for programmes in the mainstream curriculum that promote sustainability literacies. It is time for sustainability to move from the margins and occupy its place at the forefront in language learning.
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Jones, Christopher. "Laying the foundations: designing a computing course for language students." ReCALL 11, no. 1 (May 1999): 58–64. http://dx.doi.org/10.1017/s0958344000002093.
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This paper looks at the design of a computing course for modern languages students. The goals of this course are to raise the level of IT skills with which modern languages students typically enter higher education; to ensure that students gain the maximum benefit and enjoyment from their programme of study; and to equip students with valuable transferable skills appropriate for a modern languages graduate of the twenty-first century. The rationable behind the key decisions affecting the design of the course is explained and practical suggestions for teaching the major topics are given. Particular attention is given to the sensitive issue of assessment which can have a powerful influence on student motivation.
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Vinther, Jane. "Visual Interactive Syntax Learning: A Case of Blended Learning." Dansk Universitetspædagogisk Tidsskrift 3, no. 6 (November 1, 2008): 33–38. http://dx.doi.org/10.7146/dut.v3i6.5607.
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The integration of the computer as a tool in language learningat the tertiary level brings several opportunities for adaptingto individual student needs, but lack of appropriate material suited for the level of student proficiency in Scandinavia has meant that university teachers have found it difficult to blendthe traditional approach with computer tools. This article will present one programme (VISL) which has been developed with the purpose of supporting and enhancing traditional instruction. Visual Interactive Syntax Learning (VISL) is a programme which is basically a parser put to pedagogical use. The pedagogical purpose is to teach English syntax to university students at an advanced level. The programme allows the students to build sophisticated tree diagrams of Englishsentences with provisions for both functions and forms (simple or complex, incl. subclauses). VISL was initiated as an attempt to facilitate the metalinguistic learning process. Thisarticle will present VISL as a pedagogical tool and tries to argue the case for the benefits of blending traditional lecturing with modern technology while pointing out some of the issues involved.
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Grant, Sean. "The Influence of Contextual and Motivational Variables on Willingness to Communicate in Fully Online EFL Programmes." International Journal of Computer-Assisted Language Learning and Teaching 12, no. 2 (April 1, 2022): 1–17. http://dx.doi.org/10.4018/ijcallt.305827.
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This quantitative study takes an ecological perspective by examining classroom environmental variables, student motivational factors and their relationship with form-focused and meaning-focused in-class willingness to communicate (WtC) during a fully online English as a Foreign Language programme at a Macau university. Statistically significant multiple regression results identified a moderate and strong overall relationship between these environmental and student motivational factors with in-class meaning-focused (adjusted R2 = 0.47, p < .01) and form-focused (adjusted R2 = 0.53, p < .01) WtC. In addition, regression results indicated task orientation, student group cohesiveness, and desire to learn English as the most important predictor variables for both types of in-class WtC. Weak relationships were evident between WtC with teacher support and motivation intensity. The results suggest that well-developed tasks and strong student group cohesiveness are fundamental considerations for fully online programme design for encouraging WtC.
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BRETT, DAVID. "Computer generated feedback on vowel production by learners of English as a second language." ReCALL 16, no. 1 (May 2004): 103–13. http://dx.doi.org/10.1017/s0958344004000813.
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The acquisition of new vowel sounds is one of the most challenging tasks for the adult learner of a second language. It is also an aspect which requires a great deal of time and individual attention. Learners of English are particularly hampered by the irregular orthographic representation of vowel sounds. This paper reports on research in progress into the development of an application to provide learners with real time feedback on their vowel production. This process includes the calculation and plotting of formants on a graph using the PRAAT programme. The patterns which result are highly reminiscent of the traditional vowel chart, which in turn reflects articulation, i.e. articulatory changes are reflected on the graph. This application can provide feedback on both pure vowels and diphthongs. Some of the difficulties and obstacles which as yet prevent it from being a tool which can be used by the learner autonomously will also be outlined and discussed. Foremost amongst which are: the question of speaker normalisation (how to compensate for the difference in values between male, female and pre-pubertal speakers) which may be resolved by way of statistical elaboration of the formant data; and the methods used to isolate the vowel sound from the rest of the signal.
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Douglas, Dan. "Developments in Language Testing." Annual Review of Applied Linguistics 15 (March 1995): 166–87. http://dx.doi.org/10.1017/s0267190500002671.
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In many ways, the year 1990 represented a watershed in language testing. In that year, the 12th annual Language Testing Research Colloquium took as its theme “A new decade of language testing research: Collaboration and cooperation.” The 1990 Colloquium was also dedicated to the memory of Michael Canale, whose work during the previous decade laid the groundwork for much of that of the 1990s. In 1990, a seminar sponsored by the Regional Language Centre in Singapore, on Language Testing and Programme Evaluation, focused on many of the problems in the field of language testing that militated against the hoped for progress of the 1980s. At both of these meetings, and at others involving language testing that year, discussions were held concerning the formation of an international professional association of language testers. The result was the formation of the International Language Testing Association in 1992. Also in 1990, a language testing computer “bulletin board,” LTEST-L, was established on Listserv, so that the international community of language testing researchers and practitioners could hold electronic “conferences” and share information and data on a world-wide basis. Finally, a number of important books on language testing were published in 1990, including works by Bachman, Davies, Heaton, and Weir, which have already had an influence on language testing research and development in the first half of the decade.
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MEHNAZ TAZEEN, CHOUDHURY. "A Review of English Language Teacher Training Programmes in Bangladesh." International Journal of Language, Literacy and Translation 5, no. 2 (September 26, 2022): 28–40. http://dx.doi.org/10.36777/ijollt2022.5.2.058.
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This paper reviewed the contents and objectives of three English language teacher education programmes offered by government and non-governmental organizations to in-service secondary school teachers in Bangladesh. Semistructured interviews were used to collect additional data from the programme coordinators who were trainers as well. The aim of the study was to find out whether the training programmes created opportunities for teachers to engage in critical reflection on their own beliefs in order to develop a critical approach towards their teaching. Hence, this study drew on the extensive literature on teacher beliefs and critical reflection to advocate the need for designing teacher development programmes which focus on these two aspects. The study sought to establish the advantages of helping teachers to articulate their beliefs so that they can themselves identify whether their beliefs are in sync with language education today. This can be possible only if teachers reflect on their core beliefs about teaching that propel them to teach in a particular way. The study found that the training programmes which were reviewed all focused on classroom practices. None of the programmes focused on helping teachers to articulate or identify their beliefs so that their awareness of their own beliefs could help them appreciate the need for implementing what they were being trained to do in the classroom. It was argued that if teacher development programmes created opportunities for teachers to collectively and critically reflect on their pre-existing beliefs, it could help them use their newly acquired skills more effectively and convincingly. Keywords: critical reflection, teacher beliefs, teacher educators, teacher training modules.
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Khang, Nguyen Van, and Tran Van Luong. "On a programme for the balancing calculation of flexible rotors with the influence coefficient method." Vietnam Journal of Mechanics 22, no. 4 (December 30, 2000): 235–47. http://dx.doi.org/10.15625/0866-7136/9980.
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This paper presents the influence coefficient method of determining the locations of unbalances on a flexible rotor system and the correction weights. A computer software for calculating the at-the-site balancing of a flexible rotor system was created using C++ language at the Hanoi University of Technology. This software can be used by balancing flexible rotors in Vietnam.
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Papadopoulou, Konstantina, Nektaria Palaiologou, and Zoe Karanikola. "Insights into Teachers’ Intercultural and Global Competence within Multicultural Educational Settings." Education Sciences 12, no. 8 (July 22, 2022): 502. http://dx.doi.org/10.3390/educsci12080502.
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As multicultural classrooms appear to be the norm nowadays, giving rise to new, more particular and targeted needs which must be accommodated, teachers now need to reflect on and adjust the strategies and practices they apply in order to meet the specific learning needs of their intercultural classrooms. For this reason, teachers’ education should be re-examined, evaluated, and enriched. In this light, this original study uses a case study to explores the language views and attitudes of graduates of a Hellenic Open University Master’s international programme entitled “Language Education for Refugees and Migrants” (L.R.M.). The aim is to explore teachers’ level of intercultural competence and readiness as well as their global competences as future teachers in multilingual and multicultural settings after completing the programme. To do this, the study attempts to evaluate the programme through the lens of the personal experiences of the graduates in terms of successes, weaknesses, and strengths. To conduct the research, both quantitative and qualitative methods were applied in the form of a close-ended questionnaire and a semi-structured interview conducted in two different formats. The results indicate that the majority of the participants were confident enough to manage the challenges arising in multicultural settings after completing the program, as they felt they had developed appropriate Skills, Knowledge, and Attitudes; however, a few among them still felt uncertain in doing this. In addition, a number of different approaches and methods were found to be appropriate as used for teachers’ training, while the importance of teachers’ intercultural training was highlighted.
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Choffat-Dürr, Anne, and Dominique Macaire. "I’m* two rabbits / J’ai un rouge pullover*. How corrective feedback is handled in collaborative exchange programmes between early language learners." EuroCALL Review 20, no. 1 (March 22, 2012): 53. http://dx.doi.org/10.4995/eurocall.2012.16041.
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This article presents how, in the social dynamics of two classrooms involved in an exchange programme, young learners provide their peers with asynchronous feedback taking place in the digital medium. Within two Call Triangles that interact thanks to Computer Mediated Communication tools, teachers sharing the same methodological precept on learning processes give more autonomy to the learners. Here we focus mainly on a salient fact to show how they make use of this freedom.
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Mikhaelis, Svetlana, Vladimir Mikhaelis, and Dmitrii Mikhaelis. "Vocabulary Enrichment in Computer Science for International Students at the Preparatory Department of the University." Mathematics and Informatics LXV, no. 2 (April 28, 2022): 139–48. http://dx.doi.org/10.53656/math2022-2-2-voc.
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Foreign students coming to study in Russia learn the Russian language at all levels, enriching their vocabulary. Besides possessing the lexical minimum of the Russian language, foreign students studying at the preparatory department of the Russian university need to master specialised terminology used in computer science, physics and mathematics. These subjects are included in the list of disciplines of the supplementary general programme, which aims to provide a preparation course for foreign citizens and stateless persons to master professional educational programmes in the Russian language. This article describes the need and conditions for enriching and activatingthe vocabulary of foreign students, while providing a general description of research methods. It expounds on the structure and content of the computer science course at the pre-university stage of training for foreign citizens. The paper considers the process of teaching foreign studentsthe terminology used in the computer science course. This paper provides a number of examples of new terms as well as exercises related to their acquisition. It is concluded that teaching computer-science vocabulary to foreign students is one of the most important components of teaching information science and expanding the learners’ vocabulary in general.
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Al-Dulaimi, Tariq Aboud Mesha'an Hamadi. "A Literature Review of Cort Programme On EFL Students' Performance in Writing." Journal of AlMaarif University College 33, no. 3 (August 9, 2022): 283–92. http://dx.doi.org/10.51345/.v33i3.513.g294.
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Writing is a crucial ability for expressing thoughts, feelings, and expressions. Writing proficiency in second language teaching is important because it allows the writer to generate, document, and communicate a variety of messages to readers, allowing the writer to have a positive connection with society. Composition writing improves students' ability to create an expressive text using their own words or inventing new ones by exposing them to a variety of topics. In order to develop successful outputs based on the quality of instructions, the thinking process requires creative skills. This study's difficulty is related to students' poor English composition writing skills. The incapacity to develop creative and critical thinking in composition writing could be one of the reasons. As a result, new cognitive thinking strategies, programmes, and procedures must be implemented in practical composition writing sessions. The purpose of this study is to see how CoRT programme affects the composition writing skills of EFL preparatory school students.
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Stortelder, M., C. de Graauw, and T. J. M. van Els. "Nederlands Leren Met De Edittraining." Computer-ondersteund talenonderwijs 33 (January 1, 1989): 82–88. http://dx.doi.org/10.1075/ttwia.33.11sto.
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At the Institute of Applied Social Sciences in Nijmegen a computer based language training programme is being developed and experimentally evaluated in secondary schools. The programme called Edittraining, is based on the principle of the editing-test. This editing-test is a test of general language competence and consists of a reading text in which randomly chosen words have been randomly inserted; the number of the 'intruders1 is about 12 per cent of the original number of words. The main task is to delete these intruders. To execute the task not only lexical but also grammatical competence is needed. The four main components of the programme are: a set of 12 reading texts processed as editing tasks, grammatical feedback supplied with various text elements, a students' grammar, and a lexicon. In experiments executed in secondary schools empirical data have been obtained on the effectiveness of the programme. The main hypothesis is that learning by Edittraining leads to improvement of language proficiency. The specific hypotheses pertain to the improvement of general language competence, reading competence, grammatical compe-tence and knowledge of grammatical concepts. The design chosen was a pre- and post-test design, with experimental and control groups. The pre-tests used were a cloze-test and a grammatical knowledge test; the post-tests were the same cloze-test, a parallel version of the grammatical knowledge test, a multiple choice test for reading comprehension, and a grammatical skill test. The results of a covariance-analysis showed a positive significant effect for the experimental group on the cloze-test, on a subtest of the grammatical knowlegde test called 'concepts' and on a subtest of the grammatical skill test called 'composition of noun and preposition groups'. Most of the grammar subtests turned out to be rather easy for these pupils. Analyses for subgroups, with less than or equal to 60 or 80% correct on the pre-test, did not greatly alter the results except for the cloze-test. For the group with less than or equal to 50% correct on the pre-test of the cloze-test, the effect of the Edittraining was a little stronger than for the group as a whole. We can conclude that learning by Edittraining leads to a significant improvement of general language proficiency and of some grammar subskills but not of reading comprehension and the other grammar subskills that were tested. Other specific hypotheses concerning special versions of the programme such as working in groups or individually, positive versus neutral feedback, and feedback following each separate part or the whole of the text, showed no clear results.
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Alnasser, Suliman M. N. "Comparing English Language Learners’ Perceptions of How Reliable Computer-Based, Teacher-Based, and Peer Feedback Is: A Case Study." Journal of Language Teaching and Research 13, no. 3 (May 2, 2022): 678–87. http://dx.doi.org/10.17507/jltr.1303.24.
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The literature emphasises the role of feedback (FB) in writing development, leading to explorations of different types of FB to provide, such as teacher-based FB (TBF), peer feedback (PF) and computer-based feedback (CBF). This quasi-experimental study aimed to investigate EFL learners’ perceptions of the reliability of TBF, PF and CBF. The participants (n = 40) were Saudi male EFL students in a BA English programme at a Saudi university. The study employed an experimental group (n = 21) and a control group (n = 19). For data collection, pre- and post-intervention questionnaires were administered. The intervention exposed the participants to giving and receiving PF and introduced them to CBF. Following training in providing PF and using the automated system, the participants went through four cycles of writing during which they developed four essays; with each essay, PF and CBF were employed to produce multiple drafts. The main findings indicated that TBF was perceived to be the most reliable type of FB, and that CBF was considered more reliable than PF. Additionally, our findings suggest that the more students are exposed to CBF, the more likely they are to accept it. Pedagogical implications arising from these findings are also discussed.
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Guichon, Nicolas. "Training future language teachers to develop online tutors’ competence through reflective analysis." ReCALL 21, no. 2 (May 2009): 166–85. http://dx.doi.org/10.1017/s0958344009000214.
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AbstractThis article sets out to identify key competencies which language tutors need to develop in order to manage synchronous online teaching. In order to aptly monitor interactions with distant learners, it is proposed that three types of regulation pertaining to socio-affective, pedagogical and multimedia aspects are required. On the one hand, this research aims at specifying these competencies and, on the other hand, it seeks to identify the relevance of reflective analysis for professional development.The context of this study is a teacher training programme for Masters Degree students in teaching French as a foreign language that provides trainees with the opportunity of teaching online to intermediate-level students of French from a North American university via a desktop videoconferencing platform. This programme first endeavours to put trainees in a professional situation by getting them to prepare and administer sessions in order to confront them with the specific challenges of synchronous online tutoring. Second, it seeks to help them to gain insight into their own activity by developing critical thinking towards their own practice.The data elicited for this research derive from the tutor trainees’ interpretations of their own practice when confronted with the film of their own situated activity. The episodes chosen by the trainees to feed the self-confrontation process constitute significant units because by being told and commented upon, they elucidate how and to what extent competencies are built. Three discursive strategies have been identified and used to organise the content analysis of the data: description; expression of a difficulty; reflective review of the activity. The strategies used by trainees to verbalise their own activity can inform teacher educators about the constraints of the work situation and about the resources trainees need to deploy to face up to this unknown professional situation.Results indicate that trainees concentrate particularly on pedagogical aspects that distance and faulty technology have rendered complex. The encountered difficulties are equally distributed between a repertoire of competencies pertaining to language teaching and competencies more directly linked with online teaching. Finally, this study has enabled us to assess the potential of self-confrontation for teacher practice and leads us to propose directions for improving this training device.
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Mills, Katie, Emma Harte, Adam Martin, Calum MacLure, Simon J. Griffin, Jonathan Mant, Catherine Meads, Catherine L. Saunders, Fiona M. Walter, and Juliet A. Usher-Smith. "Views of commissioners, managers and healthcare professionals on the NHS Health Check programme: a systematic review." BMJ Open 7, no. 11 (November 2017): e018606. http://dx.doi.org/10.1136/bmjopen-2017-018606.
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ObjectiveTo synthesise data concerning the views of commissioners, managers and healthcare professionals towards the National Health Service (NHS) Health Check programme in general and the challenges faced when implementing it in practice.DesignA systematic review of surveys and interview studies with a descriptive analysis of quantitative data and thematic synthesis of qualitative data.Data sourcesAn electronic literature search of MEDLINE, Embase, Health Management Information Consortium, Cumulative Index of Nursing and Allied Health Literature, Global Health, PsycInfo, Web of Science, OpenGrey, the Cochrane Library, NHS Evidence, Google Scholar, Google, ClinicalTrials.gov and the International Standard Randomised Controlled Trial Number registry from 1 January 1996 to 9 November 2016 with no language restriction and manual screening of reference lists of all included papers.Inclusion criteriaPrimary research reporting views of commissioners, managers or healthcare professionals on the NHS Health Check programme and its implementation in practice.ResultsOf 18 524 citations, 15 articles met the inclusion criteria. There was evidence from both quantitative and qualitative studies that some commissioners and general practice (GP) healthcare professionals were enthusiastic about the programme, whereas others raised concerns around inequality of uptake, the evidence base and cost-effectiveness. In contrast, those working in pharmacies were all positive about programme benefits, citing opportunities for their business and staff. The main challenges to implementation were: difficulties with information technology and computer software, resistance to the programme from some GPs, the impact on workload and staffing, funding and training needs. Inadequate privacy was also a challenge in pharmacy and community settings, along with difficulty recruiting people eligible for Health Checks and poor public access to some venues.ConclusionsThe success of the NHS Health Check Programme relies on engagement by those responsible for its commissioning, management and delivery. Recognising and addressing the challenges identified in this review, in particular the concerns of GPs, are important for the future of the programme.
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Yüksel, Hakan, and Azize Yüksel. "The Effect of the Computer Assisted Instruction on the Academic Achievement and Retention of Technical Programme Students’ in Vocational Foreign Language." Procedia - Social and Behavioral Sciences 174 (February 2015): 2513–18. http://dx.doi.org/10.1016/j.sbspro.2015.01.924.
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Batardière, Marie-Thérèse. "Promoting critical thinking in online intercultural communication." EuroCALL Review 23, no. 1 (March 30, 2015): 3. http://dx.doi.org/10.4995/eurocall.2015.4562.
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<span>This paper investigates the educational experience arising from the use of an online discussion forum in an undergraduate blended learning language programme; to do this, it focuses on the type of cognitive processes that learners experience during a computer-mediated collaborative task and explores the potential causal relationship between the instructional strategies and the students’ cognitive activity. Findings indicate that the ‘teaching presence’ had a significant indirect influence on the outcome of the online intercultural interactions.</span>
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van Eemeren, Frans H., and Peter Houtlosser. "The study of argumentation as normative pragmatics." Pragmatics and Cognition 15, no. 1 (May 11, 2007): 161–77. http://dx.doi.org/10.1075/pc.15.1.11eem.
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In the study of argumentation there is a sharp and ideological separation between dialectical and rhetorical approaches, which needs to be remedied. The authors show how the pragma-dialectical theory of argumentation can be instrumental in bridging the gap. By adopting a research programme that involves engaging in ‘normative pragmatics’, not only the critical normative and the empirical descriptive dimensions of the study of argumentation can be brought together, but also the dialectical and the rhetorical perspectives. In the research programme, which includes philosophical, theoretical, analytical, empirical and practical components, dialectical and rhetorical perspectives are articulated in each component. The authors make clear that the two perspectives can be reconciled with the help of the notion of ‘strategic manoeuvring’. Strategic manoeuvring, which is inherent in argumentative discourse, is aimed at reconciling the simultaneous pursuit of dialectical and rhetorical aims.
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Burston, Jack, and Maro Neophytou. "Lessons Learned in Designing and Implementing a Computer-Adaptive Test for English." EuroCALL Review 22, no. 2 (September 25, 2014): 19. http://dx.doi.org/10.4995/eurocall.2014.3632.
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<span>This paper describes the lessons learned in designing and implementing a computer-adaptive test (CAT) for English. The early identification of students with weak L2 English proficiency is of critical importance in university settings that have compulsory English language course graduation requirements. The most efficient means of diagnosing the L2 English ability of incoming students is by means of a computer-based test since such evaluation can be administered quickly, automatically corrected, and the outcome known as soon as the test is completed. While the option of using a commercial CAT is available to institutions with the ability to pay substantial annual fees, or the means of passing these expenses on to their students, language instructors without these resources can only avail themselves of the advantages of CAT evaluation by creating their own tests. As is demonstrated by the E-CAT project described in this paper, this is a viable alternative even for those lacking any computer programing expertise. However, language teaching experience and testing expertise are critical to such an undertaking, which requires considerable effort and, above all, collaborative teamwork to succeed. A number of practical skills are also required. Firstly, the operation of a CAT authoring programme must be learned. Once this is done, test makers must master the art of creating a question database and assigning difficulty levels to test items. Lastly, if multimedia resources are to be exploited in a CAT, test creators need to be able to locate suitable copyright-free resources and re-edit them as needed.</span>
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Mohammed, Tawffeek A. S., Mustapha Saidi, Blanche Nyingone Assam, and Elsanosi M. Eldokali. "Towards a Blended Programme for Arabic and Other Less Commonly Taught Languages (LCTLs) in the South African Higher Education Context." Education Research International 2021 (September 30, 2021): 1–12. http://dx.doi.org/10.1155/2021/1455705.
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Disruptive technologies are widely used in education today. They aim to develop the knowledge, skills, and competencies of students. The field of applied linguistics, in general, and foreign language teaching, in particular, have benefited immensely from the developments taking place in computer-assisted language learning (CALL) and mobile-assisted language learning (MALL). However, meaningful learning cannot be achieved by using technology indiscriminately; an understanding of educational theories and key instructional design models is urgently required. The present study argues that the adoption of established instructional design models will yield effective learning materials not only for the less commonly taught languages (LCTLs) but also for language classrooms in general. It investigates the use of ADDIE instructional design model for designing and developing a blended syllabus for teaching Arabic as a foreign language in South African institutions of higher learning. The study also deals with the attitudes of the students towards the designed blended syllabus. The proposed syllabus is based on a wide range of web-based tools and e-learning specifications such as Learning Tools Interoperability (LTI) and Shareable Content Object Reference Model (SCORM). This study serves as a guideline for developing instructional materials for teaching Arabic, as well as other languages.
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Bohas, Georges, and Djamel Eddine Kouloughli. "Towards a systematic corpus analysis of Arabic poetry." Linguistic Approaches to Poetry 15 (December 31, 2001): 103–12. http://dx.doi.org/10.1075/bjl.15.08boh.
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Recent work on Arabic metrics aims at developing a coherent research programme which relies on the systematic analysis of electronic corpora. The computer program XALIYL performs, for any line of ancient Arabic poetry, an automatic recognition of the metre used. This operation takes place whatever the length of the verses, and regardless of whether they are encoded in ordinary Arabic script (with the addition of vowels) or by means of the TRS system, which relates functionally to ordinary Arabic script. XALIYL produces a textual database that contains the syllabic decomposition for each hemistich of each line, as well as its metrical analysis. It can cope not only with the general problems linked to re-syllabification and sandhi, but also with problems of syllabification specific to Arabic metrics. Errors due to the metrical scanning or to the editing of poems can be located automatically. Moreover, by allowing a computerised search for formulae, XALIYL provides significant information on the “formulaic systems” of ancient Arabic poetry.
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Watts, Catherine, and Angela Pickering. "Can Interactive Video Promote Communication Outside The Classroom?" CALICO Journal 8, no. 3 (January 14, 2013): 43–47. http://dx.doi.org/10.1558/cj.v8i3.43-47.
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This is a brief report of an eight-month research programme funded by the ESRC (Economic and Social Research Council), which was conducted at the Language Centre, Brighton Polytechnic, UK by Catherine Watts and Angela Pickering. The aim of the research was to probe the potential of interactive video to encourage small groups of students of English as a Foreign Language to talk and discuss issues arising from the video when used as an "out-of-class" resource. Previous studies have shown that interactive video is indeed effective in stimulating individual students to repeat aloud single sentences and short phrases. The authors decided to explore the logical extension of this and assess whether or not interactive video can be used as a group resource to provide "out-of-class" language practice for small groups of EFL students. Forty-two students working in groups of three were asked to work through a variety of language activities which involved group tasks, role plays and discussion activities.
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Chacón-Beltrán, Rubén, and Raymond Echitchi. "Improving lexical errors in EFL writing by using software-mediated corrective feedback." Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras, no. 37 (January 21, 2022): 275–90. http://dx.doi.org/10.30827/portalin.vi37.20847.
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This research aims at revisiting the role of software when it comes to providing learners with corrective feedback on their pieces of writing. The study, based on the analysis of handwritten and software-corrected versions of essays written by 33 undergraduate students enrolled in the undergraduate degree programme in English Studies at a Spanish University contributed to confirming the assumption that technology can indeed be a useful tool in the teaching and learning process. More specifically, this study demonstrated that students could reduce significantly the number of lexical errors in their essays through the autonomous use of error-correction software and that, over time, the students can improve on their ability to avoid such errors. Nevertheless, the study has also confirmed that software can in no way completely replace teachers, as computer programming is quite limited and there are errors that only proficient language users can detect and correct.
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Uther, Maria, Anna-Riikka Smolander, Katja Junttila, Mikko Kurimo, Reima Karhila, Seppo Enarvi, and Sari Ylinen. "User Experiences from L2 Children Using a Speech Learning Application: Implications for Developing Speech Training Applications for Children." Advances in Human-Computer Interaction 2018 (November 1, 2018): 1–6. http://dx.doi.org/10.1155/2018/7345397.
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We investigated user experiences from 117 Finnish children aged between 8 and 12 years in a trial of an English language learning programme that used automatic speech recognition (ASR). We used measures that encompassed both affective reactions and questions tapping into the children' sense of pedagogical utility. We also tested their perception of sound quality and compared reactions of game and nongame-based versions of the application. Results showed that children expressed higher affective ratings for the game compared to nongame version of the application. Children also expressed a preference to play with a friend compared to playing alone or playing within a group. They found that assessment of their speech is useful although they did not necessarily enjoy hearing their own voices. The results are discussed in terms of the implications for user interface (UI) design in speech learning applications for children.
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Shcherbakova, Irina O., Svetlana N. Kucherenko, and Natalia B. Smolskaia. "The Effectiveness of an Online Language Course during the COVID-19 Pandemic: Students’ Perceptions and Hard Evidence." Education Sciences 13, no. 2 (January 25, 2023): 124. http://dx.doi.org/10.3390/educsci13020124.
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The aim of this study is to analyse the delivery of an online English language course taught at the Admiral Makarov State University of Maritime and Inland Shipping during the COVID-19 pandemic with the ultimate purpose of identifying those features which could be applied to a prospective blended English as a foreign language (EFL) course in the future. The rationale behind this research is a necessity to redesign the existing language education programme at the University which is outdated and far from being digital. By applying the Mashaw model of evaluating the effectiveness of an online course, the authors analyse the results of the survey carried out among a focus group of 22 students from the radio engineering department of the Admiral Makarov State University of Maritime and Inland Shipping. In the end, the authors identify the points for further consideration in the process of developing a prospective blended EFL course.
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Prokofyeva, Nataly, and Marina Uhanova. "METHODOLOGY OF GROUP WORK ORGANISATION FOR STUDENT LEARNING PERFORMANCE IMPROVEMENT." Environment. Technology. Resources. Proceedings of the International Scientific and Practical Conference 2 (June 15, 2017): 133. http://dx.doi.org/10.17770/etr2017vol2.2558.
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The article describes the methodology of learning programming for students of various engineering disciplines. The course "Algorithmization and Programming of Solutions" is taught to all first-year students of the Faculty of Computer Science and Information Technology in Riga Technical University and provides the basic knowledge of the principles of computational process algorithmization and software creation technology using Java programming language. There are 8 laboratory assignments in the course, where students have to develop a software programme and 2 group work assignments, where the student has to develop some algorithms to solve a given problem, write a programme, evaluate the speed of developed algorithms and prepare a presentation on the results of their research. The article describes the main principles of efficient student group work organisation that lets to increase their interest and motivate them to participate in the course in a responsible way. This paper is focused on research on how group work influences student learning performance.
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Kachroo, Munira. "Effect of Computer-Assisted Teaching Programme on the Knowledge of Nursing Personnel about Pre-Term Labour and Low Birth Weight." Nursing Journal of India CIII, no. 02 (2012): 65–68. http://dx.doi.org/10.48029/nji.2012.ciii205.
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Knowledge regarding pre-term labour and low birth weight is directly related to infant mortality, which is sought to be brought down. This study was therefore conducted to assess the knowledge of 50 nursing personnel working in different wards of a selected hospital in J&K, with computer-assisted teaching programme as independent variable; the dependent variable being knowledge of nurses about pre-term labour and low birth weight. A 2-part questionnaire was developed to elicit the responses. The study established that computer-assisted programme was quite effective in improving the nurses knowledge about pre-term labour and low birth weight that could be utilised in routine antenatal care.
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Islam, Molla Manjurul, and Naimul Islam. "Measuring Threshold Potentials of Neuron Cells Using Hodgkin-Huxley Model by Applying Different Types of Input Signals." Dhaka University Journal of Science 64, no. 1 (June 28, 2016): 15–20. http://dx.doi.org/10.3329/dujs.v64i1.28518.
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The Hodgkin-Huxley model is the first successful mathematical model for explaining the initiation and propagation of an action potential in a neuron cell. In this paper we reinvestigated the Hodgkin-Huxley model through computer simulation and determined the threshold potentials by applying different types of stimulating input signals. To implement the work, a computer programme of the Hodgkin-Huxley model was written in MATLAB programming language. The action potentials of neuron cells were checked and the threshold potentials of the neuron cell for specific types of stimulating input signals were tabulated with an aim to utilize these values to do experiment on neuron cell in future.Dhaka Univ. J. Sci. 64(1): 15-20, 2016 (January)
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Schermer, Trude, David Brien, and Mary Brennan. "Section III." Sign Transcription and Database Storage of Sign Information 4, no. 1-2 (December 31, 2001): 253–74. http://dx.doi.org/10.1075/sll.4.1-2.18sch.
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In this paper we wish to describe a joint British/Dutch project that was funded by the European Community under the TIDE programme. The main objective of the project Signbase has been to build a sign language database, which can be used to store linguistic information about a particular sign language. This repository then can be used to generate different types of signed language applications. The project commenced in March 1994 and ended in December 1996. The consortium consisted of people from three different places: the Deaf Studies Research Unit in Durham, UK (DSRU), the Dutch Foundation for the Deaf and Hard of Hearing Child (NSDSK) in Amsterdam and Bright Side of Life computer consultancy (BSL) in Maarssen. In this paper we discuss the linguistic specifications of Signbase, and then we describe the prototype of two end-user applications (CD-ROM British/English Dictionary and the Educational CD-ROM Nature and Environment) and a commercial application which has been developed during the Signbase project with additional funding (CD-ROM SLN/ Dutch Dictionary for parents and teachers deaf children).