Journal articles on the topic 'Semi-technical language'
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Pudjiati, Danti, and Tira Nur Fitria. "Understanding technical term translation using language translator as Mobile-Assisted Language Learning (MALL)." ELT Forum: Journal of English Language Teaching 11, no. 2 (July 31, 2022): 105–14. http://dx.doi.org/10.15294/elt.v11i2.55448.
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Language barriers often prevent a person from understanding information. For that, internet users need to know the best mobile application to translate or translate foreign languages. Numerous mobile apps can be used for English language learning. The apps grow as technology improves then apps were created specifically for the purpose to teach any subject. Mobile-Assisted Language Learning (MALL) is a prominent practice nowadays. The MALL for translation usage is gradually established for EFL students because of the development of ICT. However, the research that discussed this issue is still far on the ground. This research is conducted to fill this void. There are four concerns to consider namely 1) MALL in improving students’ translation skills, 2) Students’ way of translating technical terms 3) The most translation strategy applied by the students to translate the technical terms (4) Challenges faced by students when translating the technical terms from English into Indonesian by using MALL. This research was carried out with a qualitative method. The data were taken from both an online survey and a semi-structured interview. The findings revealed that the students were helpful to use Language Translator (LT) for translating technical terms, especially in determining word choice. They selected three strategies for translating technical terms, i.e. translation by definition, literal translation, and borrowing. The strategy that the students used was a translation by definition. The challenge that they faced when using MALL was primarily regarding guidance availability. Nonetheless, most of them agreed that the LT was very supportive.
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Widła, Halina. "Implementation of IT Tools as a Method of Improving Language and Communication Skills of Bi- and Trilingual Students." International Journal of Research in E-learning 5, no. 2 (February 1, 2019): 33–48. http://dx.doi.org/10.31261/ijrel.2019.5.2.03.
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This article gives some examples of students’ systematic semi-autonomous work in the multimedia master’s seminar, which enhances their language competencies as well as strictly technical skills. The theoretical background, based on the results of research carried out by the author in 2005–2019, demonstrates how knowledge of learners’ first and second languages is advantageous during the acquisition of a third language. Seeing that this process is individual (every learner has his or her different “linguistic biography”), it is difficult take this fact into account in the coursebooks. E-learning courses, which allow students to work in semi-autonomy, become helpful in this situation. Accommodating the needs of biand trilingual students, prospective foreign-language teachers and translators create their own multimedia resources that fill gaps in the didactic offerings. Moreover, the unusual forms of learning by teaching (LdL – from the German phrase Lernen durch Lehren) improve the quality of the learning process, helping students achieve the desired language and communication skills.
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Maher, Paschal. "The use of semi-technical vocabulary to understand the epistemology of a disciplinary field." Journal of English for Academic Purposes 22 (June 2016): 92–108. http://dx.doi.org/10.1016/j.jeap.2016.01.010.
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Deignan, Alice, and Robbie Love. "Using corpus methods to identify subject specific uses of polysemous words in English secondary school science materials." Corpora 16, no. 2 (August 2021): 165–89. http://dx.doi.org/10.3366/cor.2021.0216.
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Many education professionals in Britain believe that school pupils have difficulty accessing academic texts because of inadequate knowledge of vocabulary. Previous research has suggested that some high frequency words used in non-specialised contexts have academic meanings that can cause problems for school pupils. We take corpus techniques used in the study of higher education texts and apply them to a corpus of texts designed for school pupils aged 11 to 14, attempting to identify such words automatically. We use the Spoken BNC2014 as a reference corpus. We identify a list of semi-technical words ( Baker, 1988 ), many of which are polysemous, having everyday meanings and related school subject meanings that may not be familiar to pupils. We investigate how semi-technical vocabulary can be identified and distinguished from both specialised and general vocabulary. Some supplementary qualitative analysis was needed, using collocation and concordance analysis. While time-consuming, the potential benefits for pupils struggling with school language make this a worthwhile exercise.
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Teh, Ee Wen, Gengeswari Krishnapillai, and Ling Meng Chan. "Tertiary Student Experiences With Digital Language Games for Enhancing the English Language." International Journal of Game-Based Learning 12, no. 1 (January 2022): 1–18. http://dx.doi.org/10.4018/ijgbl.287826.
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Recently, digital games are used as a form of new media with massive potential for learning the English Language. To understand the typology of user experiences with digital games, the Presence-Involvement-Flow Framework (PIFF) was utilized. A series of semi-structured interviews were conducted with ten tertiary students in Northern Malaysia. Participants were asked to download and familiarize five digital language games (Duolingo, Memrise, Word Connect, Word Domination and Word Tower Puzzles) before the interviews. Thematic analysis technique was used to analyze the responses. The study’s thematic network comprises four global themes (Game Structure, Feelings, Skills Gained and Prerequisites) and seven organizing themes (Instruction, Game Design, Positive Emotional Outcome, Negative Emotional Outcome, Soft Skills, Technical Skills and Skills Required). The result is expected to be a good guideline or research framework for practitioners and researchers in exploring further the concept of user experience with English language digital games.
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Jafari Pazoki, Saeedeh, and Minoo Alemi. "Engineering Students’ Motivation to Learn Technical English in ESP Courses: Investigating Iranian Teachers’ and Students’ Perceptions." RELC Journal 51, no. 2 (January 4, 2019): 212–26. http://dx.doi.org/10.1177/0033688218811371.
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Needs analysis is the key step to designing relevant and useful courses in English for Specific Purposes (ESP), but finding ways to deliver needs in a motivating and interesting way is also paramount. Therefore, investigating students’ motivation to learn ESP is central in needs analysis. Few studies have investigated needs from the perspective of ESP learners’ motivation. Focussing on engineering fields at three Iranian state universities, this study aimed to identify factors that affect engineering students’ motivation for learning technical English in ESP courses. Using a mixed method design, this study was conducted in two phases. In the first phase, semi-structured interviews with 40 undergraduate students helped to identify motivational variables, select a theoretical framework and develop instruments for the second phase. In the second phase, a survey using a 28-item questionnaire with 152 students, semi-structured interviews with 60 students, in-depth interviews with eight ESP practitioners and non-participant observation in seven ESP classes were done in parallel. Principal Component Analysis on survey data resulted in five motivational components of main sources of engineering students’ motivation to learn technical English: 1) ideal-self, 2) ought-to self, 3) instrumentality promotion motivation, 4) learning conditions, and 5) learning experience. These components were in agreement with Dӧrnyei’s L2 Motivational Self-system. Further quantitative and qualitative data analyses revealed that long-term goals and the practicalities of using technical English in every day life promote motivation more than a sense of obligation to learn technical English. Moreover, the results showed that Engineering students had negative attitudes towards elements of ESP learning experience, which best explained the reasons for students’ low motivation. The findings also supported the significant effect of academic levels on motivation. The factors that motivated students call for modifications in ESP courses which are discussed as pedagogical implications.
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Siregar, Roswani, Risnawaty Risnawaty, Milisi Sembiring, and Ferry Safriandi. "Students’ readiness on language distance learning: Case of translation teaching." International Journal of Evaluation and Research in Education (IJERE) 11, no. 2 (June 1, 2022): 986. http://dx.doi.org/10.11591/ijere.v11i2.22037.
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<span lang="EN-US">The outbreak of COVID-19 has brought the disrupt change to education activities; from face to face to distance learning. In large-scale e-learning implementations, both teachers and students face an overload of subject material, making it difficult to adjust to the online context. This qualitative research investigated the students’ perception of e-learning implementation from the perspective of translation-course participants. The perception reflected the student challenges that categorized as adaptability to e-learning environment; technical availability and computer literacy; time-management, learning engagement; and self-effort and readiness. A semi structured-questionnaire Google Form that consisted of 19 items was developed to collect the students' perceptions and opinions. The questionnaire distributed and collected online. The data was tabulated, presented, and analyzed statistically. The perception of students on e-learning revealed the importance of improvement on technical support for learning instruction and material presentation, as well as students’ self-discipline on learning schedule. The finding of this study was feedback for authors to provide effective teaching by consideration to student's challenges in the e-learning environment. </span>
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Lam, Huong Thi Lan, Son Van Nguyen, and Hong Anh Thi Nguyen. "University Lecturers’ Task-Based Language Teaching Beliefs and Practices." Education Sciences 11, no. 11 (November 19, 2021): 748. http://dx.doi.org/10.3390/educsci11110748.
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The present study aimed to investigate the beliefs and practices of task-based language teaching (TBLT) among lecturers in English as a foreign language (EFL) at technical universities in Vietnam. A total of 136 lecturers completed the questionnaire and seven of whom participated in semi-structured interviews. Findings indicated that the lecturers had positive views toward the TBLT approach and showed a willingness to use it in their classrooms, although they also shared notable challenges related to the technique. The results also showed significant differences in understanding of TBLT among lecturers with different years of experience; however, years of experience and qualifications did not affect the lecturers’ views on or implementation of TBLT. The study offers several implications for better understanding and more effectively implementing TBLT approaches in the classroom.
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Altunay, Dilek. "EFL Students’ Views on Distance English Language Learning in a Public University in Turkey." Studies in English Language Teaching 7, no. 1 (March 9, 2019): 121. http://dx.doi.org/10.22158/selt.v7n1p121.
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<p><em>This study investigated first year Turkish EFL students’ views about learning English through distance education. The participants were on-campus students in a public university in Turkey who took compulsory English language courses through distance education. A total of 62 students from different majors were involved in the study. Data was collected through an 18-item </em><em>online Likert-Scale questionnaire</em><em> and semi-structured interviews. The questionnaire revealed that students did not have clear views about distance English language learning and that they preferred face-to-face instructional setting to learn English. Interviews revealed that students were happy with distance language learning setting because they liked flexibility of time and place, but they suffered from lack of equipment and technical problems. The study also revealed that students had problems with English language learning in general. New studies should be carried out with distance EFL learners on issues such as autonomy, motivation, academic procrastination, and technical and pedagogical support.</em></p>
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Yang, Hongmei, Meichun Xue, and Hanxiao Song. "Between Authenticity and Commodification: Valorization of Ethnic Bai Language and Culture in China." International Journal of English Linguistics 12, no. 5 (August 9, 2022): 74. http://dx.doi.org/10.5539/ijel.v12n5p74.
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In an era of globalization, language and culture are discursively constructed as technical skills in exchange for marketable values. This is particularly true with ethnic minority languages and cultures which are gaining increasing importance and emerging as commodities for promoting tourism and the local economy. Adopting the concepts of “cultural capital” (Bourdieu, 1986) and “commodification of language and authenticity” (Heller, 2003, 2010), this study examines how ethnic Bai-related language and cultural practices are capitalized as a commodity to enhance the local economy and empower Bai people’s identification with their heritage maintenance. The data were collected through semi-structured interviews and online observations via WeChat and TikTok. Findings demonstrate that the convertibility of Bai language and cultural capital into economic capital is largely mediated by the promotion of heritage tourism, marketing strategies, and the use of social media. Despite the increasing status of Bai language and culture, this study also demonstrates the tensions between authentication and commodification of Bai heritage language and cultural practices. The study argues that in the socio-economic process of discursive shift, Bai language and culture as “semiotic resources” (Kress, 2010) are not merely seen as symbols of ethnic identity but also regarded as marketable products to cater to market demand. The study can shed light on the empowerment of ethnic minority languages and their heritage maintenance in modern China.
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Tran, Thi Thanh Thao, and Qing Ma. "Using Formative Assessment in a Blended EFL Listening Course." International Journal of Computer-Assisted Language Learning and Teaching 11, no. 3 (July 2021): 17–38. http://dx.doi.org/10.4018/ijcallt.2021070102.
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This paper explores how a formative assessment-based blended English-as-a-foreign-language (EFL) listening course affects students' perceptions of their listening performance and what difficulties they may encounter during the course. The study was carried out at the Hue University of Foreign Languages in Vietnam. Sixty students majoring in English took part in this study. A 5-point Likert-scale questionnaire and semi-structured interviews were used to collect the data. The results show that the students positively perceived the use of online formative assessment in blended language classrooms. The findings suggest that the online learning platform supported learners in experiencing rich online learning resources, actively engaging a flexible, personalised learning environment and effectively practicing their listening skills. Regarding difficulties, the lack of technical skills, and anxiety related to social communication strategies were perceived as common challenges that limit learner engagement in the peer-feedback activity and in the collaborative learning community.
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Tran, Lan Anh, Thi Dung Tran, Minh Ha Nguyen, and Minh Ngoc Nguyen. "Language-majored students' perception of Blended learning at a university in Vietnam." Proceedings of the AsiaCALL International Conference 1 (January 19, 2023): 104–14. http://dx.doi.org/10.54855/paic.2217.
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Blended Learning (BL) has gained its prevalence in EFL teaching and learning context in Vietnamese higher education. This study aims to investigate language-majored students' perceptions of implementing Blended Learning in English classrooms at a Vietnamese public university. One hundred fifty-three freshmen majoring in Chinese, Korean and Japanese languages and currently learning English as a compulsory subject participated in this multi-method study. Data were collected through questionnaires and semi-structured interviews with six randomly selected students, then transcribed and analyzed thematically. Findings indicate that participants mostly perceive that BL enhances digital literacy and motivation and supports in-class learning. However, some challenges faced by these respondents included technical difficulties and the lack of self-regulation skills. The findings are of great value in giving educators and students a profound understanding of BL in EFL classrooms. Based on the findings and discussion, the study gave some recommendations for EFL teachers and institutions to facilitate students' BL experience greatly.
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Thao, Tran Quoc. "Non-English majors’ employment of autonomous English lexical learning strategies." SOCIAL SCIENCES 10, no. 1 (June 30, 2020): 43–54. http://dx.doi.org/10.46223/hcmcoujs.soci.en.10.1.540.2020.
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The lexicon is one of the most core elements in a language system, so acquiring/learning it is a must-do job for ESL/EFL learners. Nevertheless, whether ESL/EFL learners can employ English lexical learning strategies (LLS) autonomously or not has concerned researchers and educators in different contexts. This study, therefore, endeavors to explore the use of autonomous English LLS by non-English majors at a technical Ho Chi Minh City-based university in Vietnam. It involved 200 students in answering a closed-ended questionnaire and ten students in semi-structured interviews. The results revealed that research participants sometimes utilized LLS autonomously in English language learning. Among five groups of autonomous English LLS, participants sometimes tended to use more determination strategies than other groups of social, cognitive, and metacognitive strategies and memory strategies. Additionally, the results showed that females utilized English LLS more autonomously than males. The findings imply that technical students, especially male students, seemed not to focus much on English LLS.
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Zheng, Yongyan. "Mobilizing foreign language students for multilingual crisis translation in Shanghai." Multilingua 39, no. 5 (September 25, 2020): 587–95. http://dx.doi.org/10.1515/multi-2020-0095.
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AbstractThis paper examines the multilingual translation efforts of a group of university student volunteers during the COVID-19 outbreak in Shanghai. Data were collected through semi-structured interviews of the volunteer team leader, team members, and a local community health worker. Findings identified time constraints, limited language proficiency, and limited technical knowledge as the major challenges confronting the university volunteers. In order to overcome the challenges, they worked in close collaboration and used translingual and network strategies to facilitate prompt and high-quality crisis translation. Findings suggest that foreign language university students in local universities may serve as readily available multilingual resources and can be mobilized in prompt response to the grassroots multilingual needs of the local community in times of crisis. The paper ends with implications for measures and strategies to enhance effective emergency language service and crisis communication for global multilingual cities.
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Aida, Shakiyeva, Zhorabekova Ainur, Alipbek Ardak, Akeshova Madina, Kudabayeva Perizat, and Rizakhojayeva Gulnara. "Formation of professional competencies of a future foreign language teacher in the field of distance education." World Journal on Educational Technology: Current Issues 14, no. 1 (January 31, 2022): 268–81. http://dx.doi.org/10.18844/wjet.v14i1.6724.
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The aim of this study is to evaluate the opinions of teacher candidates and teachers related to foreign language teaching through distance education and to make forward-looking recommendations in line with these views. The study group consists of 30 teacher candidates who studied foreign language teaching at various universities in Kazakhstan during the 2020–2021 academic year and 35 English teachers who teach English in secondary schools in Almaty. The study was carried out within the scope of qualitative research and research data were collected with two semi-structured interview forms created by the researcher. The data obtained from the research are categorised by content analysis. As a result of the study, teacher candidates found distance education more inefficient in education than formal education and inadequate to provide distance education. Teachers, on the other hand, saw distance education as advantageous in terms of saving time and space, disadvantaged by student motivation, teacher inexperience and technical glitches. As a result of the research, it has emerged that urgent solutions are needed to eliminate the need to provide a separate education on distance education to teacher candidates and teachers, student motivation and technical problems.
Keywords: distance education, advantages of distance education, disadvantages of distance education, foreign language teacher candidates, foreign language teachers, teacher opinions
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Aziz, Muhammad Farriz, Kamariah Yunus, and Fatihah Nazmi. "English Major Students’ Perceptions of Using Animated Cartoons on English Vocabulary Knowledge of Rare Words in Malaysia." Malaysian Journal of Social Sciences and Humanities (MJSSH) 6, no. 7 (July 10, 2021): 311–20. http://dx.doi.org/10.47405/mjssh.v6i7.837.
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The rapid developments throughout language technologies have catered tremendous chances for learning and teaching vocabulary in second language learning. The development of vocabulary knowledge does not merely oscillate in academic vocabulary, high frequency vocabulary and technical vocabulary, English major students should also need to learn low-frequency vocabulary or rare vocabulary which enhance their language proficiency. In order to accommodate students with vocabulary knowledge of rare words, it should come with the best resort of teaching technique that can help them to learn in a meaningful way. One of the rarely used multimedia tools is animated cartoons. This paper aims at exploring the students’ perceptions of using animated cartoons in improving their English vocabulary knowledge of rare words in Universiti Sultan Zainal Abidin (UniSZA), Terengganu. Employing a semi-structured interview, the qualitative data collection method was conducted. Employing the qualitative data collection method, semi-structured interviews were conducted to six students who learned vocabulary using animated cartoons to obtain their perceptions towards these multimedia materials in improving the English vocabulary knowledge of rare words. The results of semi-structured interviews highlighted the positive responses from the students who preferred animated cartoons as these materials in improving their English vocabulary knowledge of rare words. In conclusion, this study contributes to the current literature on English vocabulary learning of rare words by exposing and underlining the impacts of animated cartoons which provide opportunities for students to encounter a conducive technological-based learning environment.
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Ziegler, Justin P., Chad M. Hoffman, and William Mell. "firebehavioR: An R Package for Fire Behavior and Danger Analysis." Fire 2, no. 3 (July 13, 2019): 41. http://dx.doi.org/10.3390/fire2030041.
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Wildland fire and ecological researchers use empirical and semi-empirical modeling systems to assess fire behavior and danger. This technical note describes the firebehavioR package, a porting of two fire behavior modeling systems, Crown Fire Initiation and Spread and a Rothermel-based framework, to the R programming language. We also highlight supporting data objects and functions to predict inputs required for fire behavior estimation. Last, this package contains functions for fifteen indices to express fire danger using weather and/or fuels observations. Specific advantages of predicting fire behavior using R, a free-and-open-source programming language, include freedom to adapt calculations to suit users’ needs, transparency of source code, and reduction of workflow inefficiencies, thereby aiding in sophisticated fire behavior analyses.
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Aldossari, Sita, and Sultan Altalhab. "Distance Learning During COVID-19: EFL Students’ Engagement and Motivation from Teachers’ Perspectives." English Language Teaching 15, no. 7 (June 20, 2022): 85. http://dx.doi.org/10.5539/elt.v15n7p85.
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The present mixed-method study aimed to explore 114 female secondary-level English teachers’ perceptions of the effectiveness of distance education in public schools in the Kingdom of Saudi Arabia during COVID-19 using a Google Forms questionnaire. Additionally, the challenges teachers faced in distance education and their attitudes toward teacher-training programs during the pandemic were investigated in semi-structured interviews. The findings indicated an overall positive view toward the effectiveness of distance education. However, the interviewed participants expressed their preference for traditional in-class teaching due to their familiarity with it compared to distance teaching. Online classes gave students the opportunity to become more actively engaged. Distance education was also found to promote students’, especially shy students, motivation for learning and participating in class activities. Teachers indicated some challenges in distance teaching, such as a lack of internet connection and human interaction, technical issues, assessment reliability, increased workload, and students’ unwillingness to learn. Finally, recommendations for more effective distance education were provided, namely, technological and pedagogical training for teachers, the need for technical support, and proper training for students on online learning.
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Tavoosy, Yoones. "An analytical study of organizational implication in EFL writing experienced by Iranian students with learning difficulties (LD)." International Journal of Learning and Teaching 9, no. 2 (August 4, 2017): 317–24. http://dx.doi.org/10.18844/ijlt.v9i2.2041.
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This present study concentrates on the organizational implication the Iranian students with learning difficulties (LD) experience when they write an English essay. Particularly, the present study aims at exploring students ‘structural problems in EFL essay writing. A mixed method research design was employed including a questionnaire and a semi-structured in depth interview. Technical Data Analysis of findings exposed that students experience a number of difficulties in the structure of EFL essay writing. Discussion and implications of these findings are presented respectively.
Keywords: Learning difficulties, Iranian students, ESL-EFL students, essay writing, language.
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Karimah, Anisatul. "INVESTIGATING TEACHERS’ STRATEGIES TO PROMOTE LEARNER AUTONOMY IN ENGLISH LANGUAGE TEACHING (ELT) PRACTICE." Getsempena English Education Journal 7, no. 2 (November 19, 2020): 317–28. http://dx.doi.org/10.46244/geej.v7i2.1040.
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More and more educational stakeholders are now concerned on learner autonomy (later will be abbreviated as LA) as a fundamental key to actualize an effective and successful instructional process. While research addressing strategies to promote LA has been conducted in ample amount, this research tries to include a more holistic coverage. This research aims at investigating strategies or activities that teachers implement in English language classroom in fostering LA, what reasons are behind the selection of those activities, and to what extent those activities enable LA to take place. Data were collected from 35 teacher respondents who have taught junior high school or higher levels. Questionnaire and semi-guided interview were employed to yield relevant data. Findings show that activities related to psychological dimension become the most favoured ones to apply in the classroom. It is followed by social, technical, and political dimensions accordingly. Those activities are applicable to certain situations and extent.
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MD YUNUS, MELOR. "Malaysian ESL teachers’ use of ICT in their classrooms: expectations and realities." ReCALL 19, no. 1 (January 2007): 79–95. http://dx.doi.org/10.1017/s0958344007000614.
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English as a Second Language (ESL) teachers in Malaysia, as in many other countries, are anxious to exploit the potential of Information and Communication Technologies (ICT) to enhance the teaching and learning process. Given the increasing pressure exerted by technological developments on language education, it is important to understand the underlying factors behind teachers’ decisions regarding ICT. Egbert et al. (2002) state that few investigations have been conducted on computer-using language teachers’ development. According to BECTA (1999) the learning potential of ICT is not being realised, because many teachers are not familiar with ICT and do not use it in their teaching. This study investigates the present use of ICT among ESL technical school teachers in teaching, factors that affect the use of ICT and perceptions of their skills in ICT. The theory that frames this study is drawn from theories of learning. The model adopted is Davis’ Technology Acceptance Model (TAM) (1989) which provides a basis for determining ICT attitudes and factors affecting the usage of ICT in teaching. Data was collected via a questionnaire survey of ESL technical school teachers in Malaysia, and followed by semi-structured interviews with them. The questionnaire data was analysed using descriptive statistics and later triangulated with the interviews. The findings will be presented and elaborated upon in this paper.
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Iqbal, Hina, and Muhammad Saeed. "Exploring the Writing Challenges Faced by M.Phil. and Ph.D. Scholars: A Case." Global Educational Studies Review VI, no. IV (December 30, 2021): 34–41. http://dx.doi.org/10.31703/gesr.2021(vi-iv).04.
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Academic writing plays a pivotal role in developing research proposals. The present study aimed to explore the grammatical errors that M.Phil/PhDs scholars commit in academic writing. The present study employed a qualitative case study designed to explore the challenges in the English language faced by the M.Phil and PhDs scholars. The 20 Ph.D. and 36 M.Phil scholars were selected by busing purposive sampling technique. Data were collected by using two self-developed semi-structured interviews protocol. Thematic analysis approach was employed for data analysis. The findings revealed that all the participants reported that correct use of tenses was a big hurdle that entailed the other grammatical mistakes and reduced the report quality because all the lexical aspects are linked with these mechanics. The study recommended that English language courses be offered to postgraduate, M. Phil and Ph.D. scholars to learn the technical aspects of the language and provide students with online interactive programming.
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Aldana Gutiérrez, Yeraldine. "The peace tree in ELT: A problematizing exploration." Ciudad Paz-ando 14, no. 1 (June 16, 2021): 44–57. http://dx.doi.org/10.14483/2422278x.17118.
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The English language teaching (ELT) field has undergone transformations regarding its views on knowledge and language. Although instrumental perspectives situate English teachers in a passive, receptive and technical position, their research and pedagogical work displays an interest in extracurricular phenomena about Peace Construction (PC) in ELT. This qualitative exploratory study aimed at unveiling possible connections between PC and ELT in Colombia. Documental revision and semi-structured interviews were applied with 4 English teachers. Findings discuss an organic metaphor as facilitating “teachers’ situated knowledge construction” (Serna, 2018, p. 585). Thus, a critical reflection is developed on how ELT and PC may articulate one another towards an alternative reading on their possible relationality or the reduction of the canonical distance imagined between these two fields, in order to acknowledge their interconnection. Conclusions around the multifaceted transdisciplinary ELT field are presented.
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Zeleke, Ephrem, Zeleke Arficho, and Mebratu Mulatu. "An Analysis of Ethiopian Federal TVET Institute Trainees’ Academic and Professional Needs of the English Language." Theory and Practice in Language Studies 13, no. 1 (December 31, 2022): 8–17. http://dx.doi.org/10.17507/tpls.1301.02.
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The present study was intended to analyze the Ethiopian Federal TVET Institute trainees’ academic and professional needs of the English language and its relevance to their needs. In the study, descriptive design was employed and data collection tools, namely close-ended questionnaires, semi-structured interviews and content analysis were used. Eighty trainees and 30 former graduates were included using simple random sampling technique to fill in questionnaires and for interviews two major course trainers and two former graduates among those who filled in the questionnaires were selected using the same sampling technique, and all the available (4) Communicative English Skills course instructors were included. Moreover, Communicative English Skills I and II course materials/modules were also analyzed to examine the relevance of the courses to meet the trainees’ academic and professional needs. The questionnaires data were analyzed quantitatively and qualitative data were analyzed using thematic data analysis methods. The study showed that reading technical course books, lecture handouts and examination papers, taking lecture notes, writing organized paragraphs concisely, exam answers, term papers and researches, presenting project reports and seminars orally in the classroom, and listening to lectures and technical conversations are the most frequently needed English sub-skills by the trainees. The findings also showed that most of the language contents are not compatible with the trainees’ English language needs. Thus, the teaching material currently in use lacks topical/thematic relevance to the trainees’ fields of study in almost all the units. The findings might have implications for ESP material developers and course designers.
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Cefai, Marilyn. "The Influence of English Language Skills on Students’ Performance in Vocational Education." MCAST Journal of Applied Research & Practice 4, no. 1 (July 1, 2020): 69–90. http://dx.doi.org/10.5604/01.3001.0014.4399.
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Post-secondary vocational education and training institutions such as MCAST, have contributed to the growth of the higher education sector. One of the reasons why students opt for vocational education, rather than a more academic path, is that they have not obtained the required qualifications to study at university level, one of these qualifications being English Language at Ordinary or Intermediate Level. Having weaker language skills might prove a challenge or a barrier to students’ performance in their vocational studies. This is particularly relevant in the Maltese context where students are expected to communicate adequately in the two official languages, Maltese and English. Maltese remains the mother language of the overwhelming majority of the population, yet English is predominantly used when it comes to lecturing, course notes, textbooks, research and assessment (Sciriha & Vassallo, 2001; Sciriha & Vassallo, 2006; European Commission, 2012). Thus, students who do not have a sufficient level of skills in the language, may be at a disadvantage. The objective of the present research is to discover whether there is any correlation between MCAST students’ level of ability in the English language and their performance in vocational subjects. An understanding is sought of how language skills can enhance and contribute positively towards the acquisition of technical knowledge, skills and competences of students in a Vocational Education and Training (VET) college setting. Grounded theory methodology is adopted as it lends itself well to a constructivist stance and due to its rigorous and systemic approach to data collection and analysis. Semi-structured interviews were conducted to probe into students’ perspectives on the importance of the English language and its influence on their academic achievement. A parsimonious model is presented following a process of constant comparison and analysis.
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Hamzah, Fazlinda, Soo Yew Phong, Mohd Azlan Shah Sharifudin, Zainab Mohd Zain, and Mahdalela Rahim. "Exploring Students’ Readiness on English Language Blended Learning." Asian Journal of University Education 16, no. 4 (January 24, 2021): 161. http://dx.doi.org/10.24191/ajue.v16i4.11948.
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Blended learning approach has gained popularity around the globe and blended English language teaching has become a matter of considerable interest. Many higher education institutions have adopted the approach, and this raised a question of readiness among the students involved. The study aimed at investigating the students’ readiness on English language blended learning. A total of 137 students of different courses from a public university in Melaka participated in the study. They were asked to answer a questionnaire which involved five aspects to measure the students’ readiness on English language blended learning such as technical abilities, technological accessibility, self-directed learning, attitude towards traditional classroom setting and attitude towards blended classroom setting. Six students were then selected to be involved in semi-structured interviews to identify students’ views on English language blended learning. The study found out that students have low levels of readiness on English language blended learning in which they scored 3.28 to 3.54 in attitude towards blended classroom settings compared to their scores in attitude towards traditional classroom settings which are all above 4.00. The interviews revealed the reasons behind the results obtained from the questionnaire and one of them is that they enjoy learning English in a traditional classroom since face to face communication with their instructors allows them to remember better as well as enables them to gain more in-depth understanding of a lesson.
Keywords: Blended learning, English language, Students’ readiness
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Wang, Liang, and James A. Coleman. "A survey of Internet-mediated intercultural foreign language education in China." ReCALL 21, no. 1 (January 2009): 113–29. http://dx.doi.org/10.1017/s0958344009000056.
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AbstractIn all educational contexts, technological developments and changes in pedagogical theory mean that any picture of current practice and attitudes must be dynamic. In many countries, the learning outcomes of foreign language courses now include intercultural communicative competence (ICC), although the precise model for teaching ICC varies even across the English-speaking world. Internet-mediated approaches are widely used to support intercultural learning. In China, the geographical scale of the country and the speed and extent of contemporary socio-economic evolution, allied to long-established and distinctive cultures of learning, make the interface of new technologies and intercultural learning objectives particularly interesting and significant. A small-scale study of college teachers’ and learners’ perceptions of intercultural classroom instruction, with a special focus on Internet mediation, was conducted in mid-2007, using questionnaires and semi-structured questions, to explore the professional, personal and technical issues associated with Internet-mediated learning of languages and cultures. The results show that textbooks remain the predominant authority, while Internet tools are used as a source of information rather than a means of communication. Findings suggest recognition by teachers and students of the potential of the medium, and of the validity of intercultural goals for foreign language classes, although there are some divergences between the views of teachers and students. However, it is suggested that national policy, local incentives and resources and above all educational traditions do not yet allow optimal use of Internet-mediated approaches.
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Souza, Káren Mendes Jorge de, Clarissa Terenzi Seixas, Helena Maria Scherlowski Leal David, and Aline Queiroz da Costa. "Contributions of Public Health to nursing practice." Revista Brasileira de Enfermagem 70, no. 3 (June 2017): 543–49. http://dx.doi.org/10.1590/0034-7167-2016-0401.
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ABSTRACT Objective: Analyze the perceptions of undergraduate nursing students about the contributions of public health to nursing practice in the Unified Health System. Method: Qualitative Descriptive Study. Data collection was carried out through semi-directed interviews with 15 students. The language material was analyzed according to content and thematic analysis. Results: Thematic categories were established, namely: "Perceptions about Public Health" and "Contribution of Public Health to nursing practice in the Unified Health System". Final considerations: Perceptions about Public Health are diversified, but converge to the recognition of this field as the basis for training nurses qualified to work in the SUS with technical competence, autonomy and focusing on the integrality in health care.
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Al-Badi, Ali H., and Ashar Khan. "Enterprise Resource Planning Systems Development in Omani Higher Education Institutions from the Perspectives of Software Project Managers and Developers." Journal of Business, Communication & Technology 1, no. 1 (2022): 14–23. http://dx.doi.org/10.56632/bct.2022.1102.
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Enterprise Resource Planning (ERP) systems have recently gained significance among companies, organizations, higher education institutions, and business owners in Oman. Delving into the implementation and success of ERP systems is a time-consuming process and mostly requires longitudinal research. In line with the significance of such systems, we conducted a qualitative study to understand the practices involved in developing ERP systems from the perspectives of the software project managers and developers. In doing so, we interviewed a software project management and development team. The interview included both structured and semi-structured questions. We focused on three factors, including a) the software project managers’ and developers’ viewpoints about the ERP systems development in the HEIs, b) the methods and processes followed by the team while developing ERP systems for the HEIs, and c) the technical and non-technical challenges encountered within the development, implementation, and deployment stages.
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Intraboonsom, Chatrawee, Pornapit Darasawang, and Hayo Reinders. "Teacher’s Practices in Fostering Learner Autonomy in a Thai University Context." Journal of Language Teaching and Research 11, no. 2 (March 1, 2020): 194. http://dx.doi.org/10.17507/jltr.1102.07.
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Despite the widespread interest in autonomy and its inclusion in many teacher education programmes, if and how teachers foster autonomy in the classroom is not well-known (Nasri et al., 2015). Especially, in-depth studies of teachers’ practices and the factors that influence these are thin on the ground. For this reason, this study was conducted to investigate four teachers’ practices, drawing on classroom observations, semi-structured interviews, and a focus group interview, to identify how they fostered learner autonomy and the variables which affected their classroom practices. It was found that the teachers placed greater emphasis on certain dimensions of autonomy, specifically favouring the psychological and technical dimensions over the political and socio-cultural ones. The teachers’ decisions to foster learner autonomy were influenced by contextual factors, such as students’ language proficiency levels, as well as teacher-internal factors, such as their beliefs about fostering learner autonomy and their own prior learning experiences. We draw from this a number of pedagogical implications for how learner autonomy may be fostered in the language classroom.
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Mohd Faiz, Nur Sofurah, and Maziana Mohamed. "Internationalisation of Curriculum Delivery: Complexities of English as an Instructional Language in a non-English Culture." Asian Journal of University Education 18, no. 1 (February 14, 2022): 279. http://dx.doi.org/10.24191/ajue.v18i1.17197.
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Abstract: English language is the main lingua-franca in higher education worldwide. For that reason, higher education institutions in Malaysia including the Malaysian Technical and Vocational University (MTVU, a pseudonym) have been promoting English as the language of instruction. With the existence of international students and voluminous English academic resources, implementing English as the language of instruction is a significant commitment. International students, as well as academic staff in MTVU however, come from various non-western cultures where English is not their native language. This paper focuses on an issue related to the use of English language amongst these groups in learning and teaching processes. Jin’s (1992) theories underlying Cultural Synergy model was used as the underpinning theories of the study. Data collected were from focus group and semi–structured in-depth interviews which were conducted with eleven international students and nine academic staff in MTVU. Through interpretive thematic analysis, findings highlighted that limited English proficiency is not only an issue solely for international students, but also for academic staff. This paper reveals this unique and complex issue from the perspectives of both students and staff. The paper then further discusses the consequences of these complexities for the learning and teaching environment.
Keywords: Academic staff, English language, International students, Learning and teaching, Malaysian TVET
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Wulandari, Ika, Oikurema Purwati, Slamet Setiawan, and Syafi'ul Anam. "AN INQUIRY INTO EFL LEARNERS� PERCEPTIONS OF WHATSAPP FOR ORAL PEER ASSESSMENT." Academic Journal Perspective : Education, Language, and Literature 9, no. 1 (June 23, 2021): 37. http://dx.doi.org/10.33603/perspective.v9i1.4502.
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The current global pandemic triggers English teachers to be innovative and competent in delivering teaching instructions in online classrooms. Even though Mobile-Assisted Language Learning (MALL) is widely used to support online language teaching and learning, nonetheless, the integration of Mobile-Assisted Language Assessment (MALA) in speaking skills has not been immensely examined. Thus, this current study aimed to scrutinize Indonesian EFL learners perceptions of the use of WhatsApp as a tool for peer assessment in an online speaking class, as well as its potential benefits and drawbacks. This qualitative study employed a semi-structured interview to gain the data which were then analyzed by using phenomenological analysis. Fourteen secondary learners participated in two sessions of an online class by assessing their peers oral performances via the WhatsApp application. In the end, they were interviewed regarding their views on the method employed to assess their oral skills. The results indicated the participants positive perceptions towards the method along with various benefits and drawbacks they encountered during the process which were divided into technical and academic aspects. The results suggested that WhatsApp as a tool for mobile-assisted language assessment was not supposed to be perceived as a single major assessment for speaking skills, rather as an alternative to complement traditional assessments.
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Calimeri, Francesco, Susanna Cozza, Giovambattista Ianni, and Nicola Leone. "Enhancing ASP by Functions: Decidable Classes and Implementation Techniques." Proceedings of the AAAI Conference on Artificial Intelligence 24, no. 1 (July 5, 2010): 1666–70. http://dx.doi.org/10.1609/aaai.v24i1.7702.
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This paper summarizes our line of research about the introduction of function symbols (functions) in Answer Set Programming (ASP) – a powerful language for knowledge representation and reasoning. The undecidability of reasoning on ASP with functions, implied that functions were subject to severe restrictions or disallowed at all, drastically limiting ASP applicability. We overcame most of the technical difficulties preventing this introduction, and we singled out a highly expressive class of programs with functions (FG-programs), allowing the (possibly recursive) use of function terms in the full ASP language with disjunction and negation. Reasoning on FG-programs is decidable, and they can express any computable function (causing membership in this class to be semi-decidable). We singled out also FD-programs, a subset of FG-programs which are effectively recognizable, while keeping the computability of reasoning. We implemented all results into the DLV system, thus obtaining an ASP system allowing to encode any computable function in a rich and fully declarative KRR language, ensuring termination on every FG program. Finally, we singled out the class of DFRP programs, where decidability of reasoning is guaranteed and Prolog-like functions are allowed.
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Alharbi, Bader. "Exploring the perceptions of EFL learners towards mobile-assisted vocabulary acquisition." Linguistics and Culture Review 5, S1 (January 11, 2021): 1684–95. http://dx.doi.org/10.21744/lingcure.v5ns1.2212.
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This research examined how high school students felt about using the Busuu app to learn new vocabulary. The study used a qualitative research approach to elicit in-depth opinions on the subject. In addition, it assessed the benefits and challenges experienced by the participants when using Busuu, a language learning application, to acquire English language vocabulary. With 25 high school students from a public high school in the Saudi Arabian educational district of Ar Rass, a semi-structured interview (questions asked in Arabic) was conducted. The collected data were coded, conceptually examined, and documented. The findings indicated that students have a positive attitude about utilizing the Busuu a language learning mobile application to aid in their vocabulary acquisition. The majority of users had a positive view of Busuu when it came to expanding their vocabularies. Additionally, it revealed that the Busuu helps students become more motivated, have fun, and expand their vocabulary. Finally, the study highlighted various technical or legal challenges that stop students from using mobile applications, which are summed up in the challenge of getting an internet connection or the prohibition of using mobile at school.
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Alharbi, Bader. "Exploring the perceptions of EFL learners towards mobile-assisted vocabulary acquisition." Linguistics and Culture Review 5, S3 (March 5, 2021): 1784–95. http://dx.doi.org/10.21744/lingcure.v5ns3.2212.
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This research examined how high school students felt about using the Busuu app to learn new vocabulary. The study used a qualitative research approach to elicit in-depth opinions on the subject. In addition, it assessed the benefits and challenges experienced by the participants when using Busuu, a language learning application, to acquire English language vocabulary. With 25 high school students from a public high school in the Saudi Arabian educational district of Ar Rass, a semi-structured interview (questions asked in Arabic) was conducted. The collected data were coded, conceptually examined, and documented. The findings indicated that students have a positive attitude about utilizing the Busuu a language learning mobile application to aid in their vocabulary acquisition. The majority of users had a positive view of Busuu when it came to expanding their vocabularies. Additionally, it revealed that the Busuu helps students become more motivated, have fun, and expand their vocabulary. Finally, the study highlighted various technical or legal challenges that stop students from using mobile applications, which are summed up in the challenge of getting an internet connection or the prohibition of using mobile at school.
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Mikelionienė, Jurgita, and Jurgita Motiejūnienė. "Corpus-based analysis of semi-automatically extracted artificial intelligence-related terminology." Journal of Language and Cultural Education 9, no. 1 (March 1, 2021): 30–38. http://dx.doi.org/10.2478/jolace-2021-0003.
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Abstract Artificial Intelligence (AI), as a multidisciplinary field, combines computer science, robotics and cognitive science, with increasingly growing applications in many diverse areas, such as engineering, business, medicine, weather forecasting, industry, translation, natural language, linguistics, etc. In Europe, interest in AI has been rising in the last decade. One of the greatest hurdles for researchers in automated processing of technical documentation is large amounts of specific terminology. The aim of this research is to analyse the semi-automatically extracted artificial intelligence-related terminology and the most common phrases related to artificial intelligence in English and Lithuanian in terms of their structure, multidisciplinarity and connotation. For selection and analysis of terms, two programmes were chosen in this study, namely SynchroTerm and SketchEngine. The paper presents the outcomes of an AI terminological project carried out with SynchroTerm and provides an analysis of a special corpus compiled in the field of artificial intelligence using the SketchEngine platform. The analysis of semi-automatic term extraction use and corpus-based techniques for artificial intelligence-related terminology revealed that AI as a specialized domain contains multidisciplinary terminology, and is complex and dynamic. The empiric data shows that the context is essential for the evaluation of the concept under analysis and reveals the different connotation of the term.
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Horielyshev, Stanislav, Igor Boikov, Pavlo Volkov, Andrii Poberezhnyi, and Aleksandr Kondratenko. "COMPARISON OF THE PARAMETERS OF SIGNALS WITH EXTERNAL ILLUMINATION FOR SUPERVISION OF THE AREA FOR THE PROTECTION OF IMPORTANT STATE OBJECTS." EUREKA: Physics and Engineering, no. 1 (January 29, 2021): 14–23. http://dx.doi.org/10.21303/2461-4262.2021.001607.
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In modern conditions, it becomes necessary to create security systems, surveillance systems, anti-terrorist systems that carry out covert detection and surveillance of small-sized ground objects, including biological ones.
Traditionally used single-position radars are ineffective in conditions of a large number of reflections that interfere with and low speed of movement of detected objects (people). The use of several such radars is impractical due to their rather high complexity and cost. In addition, it is impossible to ensure the secrecy of such systems. The construction of radar surveillance systems in the form of semi-active bistatic, including educational, radar systems is promising for the described conditions. One of the important issues in the construction of semi-active bistatic systems is the substantiation of the parameters of external illumination signals and the assessment of the attainable characteristics of such systems when using them.
The analysis and definition of the requirements for the characteristics of the illumination signals is carried out. In addition, consider the features of using signals from modern emitting systems in semi-active radars. The basic parameters of the signals are given – the bandwidth, the pulse duration (spectrum width), the power at the transmitter output, the frequency range in which the system operates. The advantages and disadvantages of semi-active radar stations (SA RS), which use such signals, are described.
Variants of semi-active bistatic systems with external illumination are determined. The widespread use of modern digital language and telecommunication systems provides the SA RS with effective illumination signals with good correlation properties, which makes it possible to obtain the necessary technical characteristics in a variety of application conditions
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Pomat, Nipapat, Arnon Jannok, Adcharawan Buripakdi, and Jeffrey Dawala Wilang. "Partial EMI Nursing Program: Insights From Students and Teachers in Thailand." Theory and Practice in Language Studies 12, no. 7 (July 4, 2022): 1386–96. http://dx.doi.org/10.17507/tpls.1207.19.
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The adoption of English as a medium of instruction (EMI) in Thailand is not without difficulties. In this study, the needs and challenges of nursing students and teachers were explored qualitatively in a program where courses are allowed to be taught fully in English, fully in Thai or both in Thai and English. Focus group interviews for students were conducted, while semi-structured interviews were employed for teachers to gain in-depth knowledge about the topic at hand. Insights from students revealed the importance of English toward their career goals, their needs and challenges related to EMI (i.e., bilingual support system, clarification of technical terms, code-switching instruction), and their coping strategies when the lesson is challenging to comprehend. On the other hand, teachers confirmed the students’ language proficiency problems. In addition, they also reflected on their challenges in teaching the content subject in English, for example, the lack of time to prepare teaching materials in English. Teaching techniques were also elicited to respond to the learning challenges experienced by the students. Finally, practical implications were discussed to support students and teachers of EMI programs.
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CORDA, ALESSANDRA, and SAKE JAGER. "ELLIPS: providing web-based language learning for Higher Education in the Netherlands." ReCALL 16, no. 1 (May 2004): 225–36. http://dx.doi.org/10.1017/s0958344004001612.
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This paper presents the overall considerations and pedagogical approach which were at the basis of the development of an innovative web-based CALL application, Ellips (Electronic Language Learning Interactive Practising System). It describes the program’s most salient features, illustrating in particular the technical challenges involved in the realization of this multilingual, server-hosted, database-supported language-learning application. Ellips, the product of a cooperative project between four Dutch universities, offers effective web-based support for language learning in Higher Education (HE) institutions. Ellips focuses particularly on grammar training, listening and pronunciation skills; although it can be accessed on its own, it has been created with integration with virtual learning environments (VLEs) like Blackboard and WebCT in mind. As a matter of fact, Ellips offers functionality lacking in these systems, which have not been specifically developed for language learning and offer more assessment than practising opportunities. Moreover, in Ellips all learning materials are coded with language-specific metadata (mainly based on descriptors derived from the Common European Framework), so that developers can easily find and reuse materials and so-called ‘semi-adaptivity’ is allowed (students automatically receive more exercises on the topics which they have not yet mastered). Other important features of Ellips are full Unicode support, extensive feedback (for every item in an exercise and for the whole exercise), a student-tracking system, the use of (streaming) audio and video, and the possibility to record student input and store it in a portfolio.
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Zhang, Zhi Ping, Han Wu Liu, and Xiao Xia Li. "Study on the Intelligent Design System of Square Tube Aluminum Profile Extrusion Processes Based on VB." Advanced Materials Research 549 (July 2012): 884–88. http://dx.doi.org/10.4028/www.scientific.net/amr.549.884.
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According to the similar characteristics of structure, geometry and constraints conditions in the same type of extrusion process, the intelligent design system of a square tube aluminum profile extrusion forming process was established in this paper based on the VB programming language, with using parametric programming language APDL provides by ANSYS software. The parameterized optimization design plan of pre-treatment and post-processing of ANSYS analysis during a square tube aluminum extrusion forming process was achieved, and the program of a three-dimensional model of the extrusion die under Visual Lisp environment was also programmed. The human-computer interaction intelligent design system which combined with pre-processing of semi-finished product, finite element analysis of extrusion die strength, extrusion die temperature field analysis, structural optimization of the die was realized. The research results show that the system can provide program decision-making, structural design, performance analysis and graphics treatment for the actual extrusion productions of square tube aluminum extrusion process, which reduced the design time of the technical staff, and saved design cost.
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Torres-Martín, José Luis, Andrea Castro-Martínez, Pablo Díaz-Morilla, and Cristina Pérez Ordóñez. "Mujeres directivas y creadoras en el audiovisual. Análisis de las series de ficción españolas presentes en los catálogos de Amazon Prime Video, Movistar+ y Netflix (2019-2021)." Perspectivas de la comunicación 15, no. 2 (November 7, 2022): 217–48. http://dx.doi.org/10.56754/0718-4867.1502.217.
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This paper studies the presence of female directors and creators in Spanish fiction series released by Movistar+, Netflix and Amazon Prime Video between 2019 and 2021. We reviewed the literature, analysed the technical specifications of the 66 Spanish fiction series released during the study period on the 3 platforms and carried out a semi-structured questionnaire with 15 female directors and creators to find out their perspective on the situation of women in the Spanish audiovisual industry. The results indicate a great inequality in decision-making positions, with women occupying 29.7% of these roles. Parity is a distant goal, with only 20.9% of female directors, 32% of female producers and 33.4% of female scriptwriters, while only 6.1% of titles are conceived with a gender approach. The difficulties faced by women in the sector and the prejudices about their ability are highlighted, as well as the need for them to occupy positions of responsibility and to be able to promote a greater presence of women in the teams.
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GOLOB, Nina. "Foreword." Acta Linguistica Asiatica 6, no. 2 (December 28, 2016): 5. http://dx.doi.org/10.4312/ala.6.2.5.
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With the year winding down, when people tend to reflect on their accomplishments in the past months, we dare offer miscellaneous to boast the broadness that ALA has been gaining. This number of the ALA journal thus includes different views on a language, a variety of different methodologies used and languages discussed, as well as several applicable fields the research outcomes take us to. LI Wenchao in her work "Adjective Distribution in Modern Mongolian" investigates a scalar structure of adjective distribution in Mongolian to find out that, compared to Japanese, English, French, Mongolian only tolerates inherent resultatives. Jasmina BAJRAMI's article "Speech level shift in Japanese and Slovene" is a part of her PhD thesis, which she has just submitted to University of Ljubljana. In it she discusses formality and politeness in general, as well as the extent and the ways they are executed in a Japanese and Slovene conversation. "Interpretation of Daba Script: Gemu from Wujiao Villag" written by XU Duoduo is a result of a fieldwork research on the Daba script found in the Daba Calendar entitled Gemu, which origins in Wūjiǎo village, the province of Sichuan. Nina GOLOB conducted a bidirectional perception experiment entitled "L1 Prosodic Interference: the Case of Slovene Students of Japanese", in which she evaluates L1 prosodic interference in recognizing (lexical) accent place in declaratives and interrogatives.An interesting project report on the successful implementation of the e-learning system for Japanese, Korean, Hindi and Sanskirt comes from Croatia. Written by Sara LIBRENJAK, Kristina KOCIJAN, and Marijana JANJIĆ it is entitled "Improving Students' Language Performance Through Consistent Use of E-Learning: An Empirical Study in Japanese, Korean, Hindi and Sanskrit". Last but not least is a technical note by Qasier ABBAS "Semi-Semantic Annotation: A Guideline for the URDU.KON-TB Treebank POS Annotation", in which the author proposes annotation guidelines of semi-semantic parts of speech for the URDU.KON-TB treebank.
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Wahyuningsih, Sri, and Indah Kusumaningrum. "Implementation of E-learning in EFL Context during COVID-19: Teachers' and Students' Views at One School." Surakarta English and Literature Journal 5, no. 2 (September 5, 2022): 154–67. http://dx.doi.org/10.52429/selju.v5i2.17.
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The present study reports the implementation of e-learning in English language teaching during the COVID-19 pandemic at one of the private high schools in Indonesia viewed from teachers' and students' perspectives. Using a qualitative study, the data were garnered through semi-structured interviews with an English teacher, a principal who also teaches English, and students. The result reveals that both teachers and students have the same responses to e-learning practices. There were three stages in implementing e-learning: preparation, implementation, and evaluation. In terms of preparation, the English teacher designed lesson plans as a guideline for learning. In the implementation stage, the English teacher used learning materials from various sources, including textbooks, videos, articles, and other sources on the internet. On the other hand, students reported that English teaching and learning activities in e-learning classes were usually carried out through WhatsApp, Google Classroom, and Zoom meetings. Apart from the advantages of e-learning in English language teaching, some challenges in its practice include the difficulties of operating technical devices for specific teachers, the problems of controlling students during distance learning, etc. Finally, the study's findings promote integrating technology and encouraging teachers' professional development in English language teaching.
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Akoto, Miriam. "Collaborative Multimodal Writing via Google Docs: Perceptions of French FL Learners." Languages 6, no. 3 (August 20, 2021): 140. http://dx.doi.org/10.3390/languages6030140.
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In spite of the growing integration of computer-mediated collaborative writing and multimodal composition in second language (L2) classrooms, research on collaborative multimodal writing, as an innovative writing pedagogy, is still underway and largely underrepresented particularly in non-English learning contexts. To bridge this research gap, the author of this study implemented a multimodal writing task in which seven French FL learners jointly created digital postcards describing their vacation activities in groups of two or three over the period of eight weeks. The study sought to explore learners’ perceptions of the benefits and challenges of this type of pedagogy and the factors mediating their writing processes. The analyses of a post-task questionnaire survey and semi-structured interviews, triangulated with the finished products, indicated that overall, collaborative multimodal writing was a motivating learning experience. Several themes emerged regarding the perceived benefits (i.e., improvement in their writing skills, genre awareness and semiotic awareness, mutual learning through peer assessment and easy synchronous writing and revising via Google Docs), as well as challenges (i.e., tensions between partners largely due to frustrations over unequal participation, lack of control over the joint text and technical glitches). This paper provides significant implications for collaborative multimodal writing research and pedagogy.
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Safari, Parvin. "Proletarianization of English Language Teaching: Iranian EFL teachers and their alternative role as transformative intellectuals." Policy Futures in Education 15, no. 1 (December 13, 2016): 74–99. http://dx.doi.org/10.1177/1478210316681203.
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In the field of English Language Teaching (ELT), attention has been shifted toward the alternative role of teachers as transformative intellectuals whereby transformation in teaching occurs from control and technical operations to criticism and intellectual reflection. This role enables teachers to focus on marginalized students’ lived experiences and worlds to transform them into active and critical citizens who are emancipated to develop their voices and question the status quo. Through critically examining the learning milieu that maintains injustice and inequality, students struggle to connect it to sociopolitical conditions in wider society, and eventually transform it to meet the desired ideologies and thinking. This paper attempts to scrutinize teachers’ role as transformative intellectuals and their challenges through the transformation process. Thus, the researcher used purposive sampling to select 26 teachers in four private language institutes of Tehran, Shiraz, and Yazd, Iran to adopt the role of transformative intellectuals based on theoretical principles and concepts of critical pedagogy. Semi-structured interview and an online focus group were used to collect data. Data analysis disclosed transformations and benefits as well as the challenges resulting from teachers becoming transformative intellectuals. The fruitful findings of this study are insightful, since this study is an example to show how language teachers can create transformation in the EFL context, change their fossilized role, and empower oppressed students within the institutionalized and oppressive system of schooling.
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Pudjiati, Danti, Sianna, and Tira Nur Fitria. "Confirmation of Indonesian EFL Students' Achievement and Views in Translation through Mobile-Assisted Language Learning." Al-Lisan 7, no. 1 (February 28, 2022): 1–16. http://dx.doi.org/10.30603/al.v7i1.2360.
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MALL in translation is increasingly prevalent among Indonesian EFL students due to ICT development and practical usage in teaching and learning. In addressing this issue, this research assessed the students' success and understanding by using MALL to translate a coronavirus text. There are four issues to consider: 1) Is MALL helpful in improving students' translation abilities? 2) How do students see MALL translate a text from English to Indonesian? 3) How does MALL help them cope with language competency when translating a text from English to Indonesian? 4) What challenges do students have while translating a text from English to Indonesian using MALL? This research was performed using qualitative and quantitative methods (Mix Methods). The research possessed 85 undergraduate students from East Jakarta and South Sulawesi as the respondents. Data was amassed through an online survey, a semi-structured interview, and document analysis. After attending the MALL online learning session, a paired-sample t-test indicated a significantly different score across the students. According to the survey, interview, and document analysis findings, they had a positive attitude about MALL for translation. They had acquired powerful support in terms of word order, word choice, and sentence structure. Nonetheless, most of them agreed that the technical issue and the lack of assistance were the most significant obstacles to successfully operating the MALL for translation.
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Rauf, Md Abdul. "A NEEDS ASSESSMENT APPROACH TO ENGLISH FOR SPECIFIC PURPOSES (ESP) BASED SYLLABUS DESIGN IN BANGLADESH VOCATIONAL AND TECHNICAL EDUCATION (BVTE)." International Journal of Educational Best Practices 2, no. 2 (December 1, 2018): 18. http://dx.doi.org/10.31258/ijebp.v2n2.p18-25.
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Abstract: This paper describes the initial phase of a needs analysis which is developed in the context of Bangladesh Vocational and Technical Education (BVTE) with the aim to identify the needs of a target group of learners and introduce English for Specific Purposes (ESP) course design. Although the compulsory English for Academic Purposes (EAP) courses have been used at various programs of BVTE since 1996, they were not based on any systemic Needs Analysis nor have they been subjected to any evaluation. The paper also aims to conducts a Needs Analysis to obtain data which will be used to develop a meaningful, useful and beneficial, common core ESP programme for Bangladesh Vocational and Technical Board (BVTB) students. This process takes into account the needs of the various stakeholders involved including the policy makers, decision-makers, subject and language teachers and prospective employers. It mainly will make use of Hutchinson and Waters’ (1987) Learning-centred approach, Holliday and Nunan’s (1988) Needs Analysis description for conducting the Needs Analysis and specifying the content for a common-core ESP course. A mix method is adopted with questionnaires, semi-structured interviews, classroom observation and document study being the main data gathering tools, in order to ensure triangulation of data.
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Lebedev, Vladimir. "Solving the problems of underwater mecha-nized and automatic arc welding of various metal structures with a wet method." Pidvodni tehnologii, no. 11 (October 29, 2021): 46–55. http://dx.doi.org/10.32347/uwt2021.11.1401.
Full textAbstract:
A complex of problems related to semi-automatic and automatic underwater wet welding, concerning both equipment and ways of implementation of arc process, has been considered. An analysis of existing developments in the considered field of welding has been carried out, and the most rational designs of semi-automatic machines for welding with flux-cored electrode wire have been revealed. It is shown that the semiautomatic device with a submerged block is the most rational design; the feeding mechanism, placed in the block, has its own additional body, filled with insulating-lubricating liquid, in which the drive motor is submerged. It is noted that a peculiarity of welding-in-fusion in aqueous medium is unpleasant formation of joints on the vertical plane. The most effective ways of improving semi-automatic and automatic machines related to modulated processes and processes with controlled pulse feeding of electrode wire are presented. It is shown that lately the most effective choice of electric motor is its valve design. At the same time, the feeding mechanism in the gearless version is possible. Specially designed computerized control and regulation system is used for realization of semiautomatic machine's work cycle and the chosen algorithm of electrode wire feeding. The results of electrode wire pulse feeding application on properties of welded joints are given. It is determined that characteristics of pulse feeding (frequency, duty cycle) influence geometric characteristics of the weld, as well as strength properties, in particular yield and time resistance limits, which, among other things, is caused by reduction of nonmetallic inclusions in the weld metal and the weld zone. External types of beads welded in aqueous medium on the vertical plane are given, it is obvious that formation when using pulse and modulated modes is significantly better than when conducting electric arc process with conventional feeding of the electrode wire. The ways of further improvement of the equipment for welding in aqueous medium by a wet method are shown. One of the most promising ways to improve technical and technological capabilities of mechanized equipment for welding in aqueous medium is the creation and application of systems with combined influence on the process.
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Erdem Yapar, Osman, and Chinthana Sandaruwan Dayananda. "Teacher Training for Online Education in Oman: A Case Study at Two English Language Teaching Institutions." Arab World English Journal, no. 2 (January 24, 2022): 411–25. http://dx.doi.org/10.24093/awej/covid2.27.
Full textAbstract:
This study is a joint research project carried out in two different academic institutions in Oman during the Covid-19 pandemic. The research aims to identify the perceptions of teaching faculty and administrators on the advantages and disadvantages of online education. It also explores how the training process for online teaching occurs and what support is provided afterwards. Qualitative methodology was adopted and data were collected through semi-structured interviews from a representative sample of teaching faculty and administrators from both institutions. Interview data were thematically analyzed using NVivo qualitative analysis software. Findings suggest that participants perceive more disadvantages of online education than the advantages demonstrating a rather negative perception. The training was decided mainly by administrators and focused on essential technical skills. Participants expressed a need for effective online pedagogical training. Short, practical sessions suitable for teachers at different skill and experience levels were suggested by the participants as well as informal peer support groups for continuous professional development after the training. There was some indication of administrative support in mainly infrastructure areas, which can be improved by employing specialist online education support staff. Further, peer support through formal committees or informally through colleagues was found to be accessible and practical. Findings from this study and the literature review can be used in other international contexts for effective provision of online education.
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Salman, Ghada Saeed, and Mehri Ebrahimi. "The Terminology Work of Arabicization and Dissemination of Arabicized Terms in the Arab Press from the Perspective of Arab Journalistic Translators." Lebende Sprachen 66, no. 2 (October 1, 2021): 201–13. http://dx.doi.org/10.1515/les-2021-0012.
Full textAbstract:
Abstract The paper investigates Arab journalists and journalistic translators’ perceptions towards the terminology work of Arabicization, which is laboriously shouldered by Arabic Language Academies (ALAs) in the Arab region. The paper discusses the Arabic academy’s Arabicized terms’ popularity and dissemination in Arab press agencies and outlets, in addition to the linguistic and extralinguistic factors, which play a key role in disseminating these Arabicized terms among Arab journalists, journalistic translators, and news editors. So far, the ALAs have made hugely concerted efforts to Arabicize foreign terms, particularly scientific and technical terminology, particularly from English (ST) into Arabic (TT). However, there is a lack of circulation of the academy’s Arabicized terminologies among Arab journalists and translators in the Arab press. Therefore, Arab journalistic translators in several Arab news agencies and networks were approached as respondents of five semi-structured, detailed interviews to provide an insightful understanding of the case at hand. Accordingly, data were collected via in-depth interviews, and based on the interpretive content analysis of the interviews, the data were analyzed, described, and interpreted. The findings revealed that the ALA’s Arabicized terms are not well-received by Arab journalists and translators and, therefore, these terminologies are not frequently used in the translation of news in the Arab press. The respondents pointed out that the ALA’s Arabicized terms are sometimes difficult to understand because they are unfamiliar forms of Arabic.