Relevant bibliographies by topics / Students, Foreign – Case studies

Academic literature on the topic 'Students, Foreign – Case studies'

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Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Students, Foreign – Case studies"

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Negara, Cahya Kusuma, Dewa Ayu Eka Agustini, and Luh Diah Surya Adnyani. "The perception of foreign language students toward the implementation of inclusive education." Journal of Research on English and Language Learning (J-REaLL) 2, no. 2 (May 2, 2021): 76. http://dx.doi.org/10.33474/j-reall.v2i2.10235.

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This research aimed to describe the implementation of inclusive education and identify the challenges students might have in English courses at SMK N 3 Singaraja. The research subjects were students with disabilities and regular students who studied at XI MM 2 (Multi-media). This research was a case study that used the descriptive qualitative method. The data collection was done by conducting a questionnaire and interview guide sequentially. The student's perception was measured from 3 aspects, namely perceiver, target, and social setting. The result from the questionnaire and interview was analyzed continuously and described descriptively. This research showed that students with disabilities and regular students have a good perception of inclusive education implementation. However, there were several challenges, such as lacking adaptation with inclusive classrooms, time, facilities, and special teachers. It implied that the teacher and school's staff should give examples, more chances, and more attention to the inclusive class students.
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Genesee, Fred, and Kathryn Lindholm-Leary. "Two case studies of content-based language education." Journal of Immersion and Content-Based Language Education 1, no. 1 (March 6, 2013): 3–33. http://dx.doi.org/10.1075/jicb.1.1.02gen.

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This article describes and discusses two case studies of content-based instruction for second language education — foreign/second language immersion for majority language students in Canada and dual language education for minority language students in the U.S. After discussing the rationale for CBI in general, we examine 45 years of research on each program model and provide empirical evidence on a number of important issues, including: students’ proficiency in the two languages used for instruction; non-language academic outcomes; whether age is an important factor in students’ language outcomes; and the relationship between age of first exposure to the second language and outcomes in that language. Two outstanding major issues are discussed at some length; namely, the suitability of these programs for at-risk learners and the need for a coherent model of how best to integrate language and content instruction to maximize second language proficiency without detracting from academic achievement. Suggestions for future directions are provided.
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Lee, Yun Ju. "Returning Foreign Students Who Dropped Out A Case Study on Studying in Korea." Association of Global Studies Education 14, no. 4 (December 31, 2022): 141–68. http://dx.doi.org/10.19037/agse.14.4.06.

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This study is to analyze the meaning of studying in Korea for foreign students who drop out after returning to their home country. To this end, the experience of studying in Korea was qualitatively explored for 7 foreign students who came to Korea to study but quit their studies midway and returned to their home country. In particular, in order to understand in depth the personal experience, meaning, and importance of foreign students studying in Korea, the study was divided into the preparation process for studying in Korea, life in Korea, dropout, and current life after returning. In addition, an in-depth analysis was conducted on how to utilize the capital for studying in Korea in their own countries after returning. As a result, 'Korean Wave and advanced Korea' in preparation for studying in Korea, 'accumulation and awareness of experience' in studying in Korea, 'maladjustment and COVID-19' in dropout, and 'study abroad capital and transformative learning' in current life after returning was able to derive. This study expands on previous studies focusing on the dropout factors of foreign language students to investigate the dropout factors of foreign language students.
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Ermolova, T. V., A. V. Litvinov, N. V. Savitskaya, and O. A. Krukovskaya. "COVID-19 and students' mental health: foreign studies." Современная зарубежная психология 10, no. 1 (2021): 79–91. http://dx.doi.org/10.17759/jmfp.2021100108.

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This analytical review provides a broad outline of the historically significant process of consolidating the global scientific community in the face of the threat posed to the psyche of children and young people by the COVID-19 pandemic. The formation of vector data arrays, revealing aspects and prevalence of mental disorders of children, provoked by a pandemic, is shown. In the majority of students, the additional neuro-psychological load led to increased anxiety, depressive states, post-traumatic stress, decreased learning capacity. There are studies of the psyche of students in families in connection with the phenomenon of screen-time (time spent at the computer screen), the presence of comorbid disorders, narrowing of communication, closing schools. The importance of adequate parenthood for children's mental well-being, educational strategy for parents, volunteers, nurses is shown. The direction of telepsychiatry as a remote care tool has been demonstrated. Pilots of the concept of mental disorders of students against the background of the pandemic are presented. The questions about the delayed cumulative effect of mental disorders in students and the continuing incompleteness of knowledge about it are also raised.
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Mićović, Dragoslava, and Lidija Beko. "Polysemy-related problems in ESP students: A case study." Zbornik radova Filozofskog fakulteta u Pristini 52, no. 3 (2022): 123–44. http://dx.doi.org/10.5937/zrffp52-32382.

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Detected as a problem in foreign language learning, polysemy has been a subject of many various studies and from many various aspects. The problem of polysemy is particularly important in English for Specific Purposes, or in our case English for Police Purposes, since it very often gets unnoticed by learners. Having learnt one meaning in a General English course, learners are usually unaware that the same word can have a new meaning in technical texts. The aim of the case study is to examine to what extent the students can recognize the senses of polysemous words in different contexts and if the level the particular meaning is associated with (according to the CEFR) influences the percentage of correct/incorrect answers. We used a questionnaire and a self-designed vocabulary test to collect the data both about the participants and their practical knowledge of polysemy. The study was conducted with a group of I-year students of Forensic Engineering at the University of Criminal Investigation and Police Studies. The results obtained should help improve the course of English for Police Purposes.
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Jošt, Saša, and Andrej Stopar. "Perception of Foreign Phonemes: The Case of Slovene Students of English." ELOPE: English Language Overseas Perspectives and Enquiries 16, no. 1 (June 30, 2019): 47–76. http://dx.doi.org/10.4312/elope.16.1.47-76.

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The study focuses on assessing the state of foreign phoneme acquisition by foreign language (FL) students at the end of their undergraduate studies. To determine whether they prioritise vowels over consonants, a perception experiment was devised that focuses on the phonemes in Standard Slovene and General British reported as most problematic for Slovene learners of English. Thirty-three Slovene students of English were tested, along with a positive and a negative control group (CG). A set of stimuli was tested using the AX discrimination method; the participants listened to 60 phonemic contrasts, played in a pseudo-randomised order. The results foregrounded the most problematic phonemes which act as perceptual magnets. Analysis shows that the students can discriminate foreign phonemes well, and that they consistently perform better in discriminating vocalic contrasts.
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Holubnycha, L. "Case studies as one of the communication methods of foreign language teaching law students." Проблеми законності, Вип. 135 (2016): 245–53.

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Голубнича, Людмила Олександрівна. "Case studies as one of the communication methods of foreign language teaching law students." Problems of Legality, no. 135 (December 15, 2016): 245–53. http://dx.doi.org/10.21564/2414-990x.135.78232.

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Lasauskienė, Jolanta, Xiangou Wang, and Yiwei Zhang. "Intercultural Competence as a Premise for Professional and Personal Teacher Development: the Case of Master Degree Studies in Music Education." Pedagogika 125, no. 1 (April 13, 2017): 81–96. http://dx.doi.org/10.15823/p.2017.06.

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The aim of the article is to analyse intercultural experience of foreign students enrolled in Master study programmes of Music Education, revealing tendencies in expression of intercultural competence and possibilities of its development in the university. The sample of the research included 27 foreign Master’s degree students (Chinese) of the Department of Music of the Faculty of Education at Lithuanian University of Educational Sciences. The research problem is determined by the question how intercultural competence of foreign Master students – future music educators – is expressed and what possibilities of its development at university are observed. Research methods. The data was collected in accordance with the method of written student reflections. The analysis of qualitative data was done through qualitative content analysis. The following conclusions are drawn in the article: Contemporary music educators have to be ready to conduct research, to critically evaluate and creatively improve current educational environment in terms of cultural, artistic and educational needs. Intercultural competence of music educators is determined as a person’s quality, an aggregate of knowledge, skills and attitudes that are necessary for successful activity of music educators in the context of interaction among different cultures. The results of the qualitative content analysis revealed that the foreign Master’s degree students in Lithuanian University of Educational Sciences relate music educator’s intercultural competence with knowledge and understanding of cultural phenomena, foreign language skills, involvement in musical cultural activities, ability to communicate with representatives of other cultures as well as with attitudes and personal qualities that facilitate music educator’s activities. Foreign students envisage a significant importance of intercultural knowledge, cultural identity and learning from other cultures to intercultural competence of music educators. Studies abroad are considered to be a priority factor in music educator’s intercultural competence, which encourages learning of other cultures, confirms importance of foreign language skills and opens a path towards personal and professional improvement. The results of the qualitative content analysis highlighted that the academic environment (study content and methods, relations between university teachers and students) has the most considerable impact on intercultural competence development.
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TURLYBEKOV, B. D. "FEATURES OF USING THE CASE STUDY METHOD IN TEACHING A FOREIGN LANGUAGE IN HIGHER EDUCATIONAL INSTITUTIONS." Iasaýı ýnıversıtetіnіń habarshysy 124, no. 2 (June 15, 2022): 131–42. http://dx.doi.org/10.47526/2022-2/2664-0686.11.

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The article deals with the use of the case study method that is considered to be one of the modern and actively used methods of interactive teaching of foreign languages in higher educational institutions.The case study method is a type of method that develops critical thinking and interpersonal communication skills. This method can be used to encourage students to use the scheelt language effectively. The authors believe that the case study method allows you to apply theoretical knowledge in practice. The article emphasizes that case studies require students to actively develop many skills. The authors believe that due to the fact that the types of case studies differ depending on the level of language skills of students, it is necessary to correctly choose the type of problem lesson according to the level of knowledge of the same group. For the purpose of a more communicative approach, much attention is paid to identifying the specifics of using cases in teaching a foreign language. Examples of the use of cases in the lessons for the formation of speech activity and speech skills are given. Case studies are considered a good motivation for students, as various case studies are aimed at the overall intellectual development and communicative potential of students and teachers. Case studies develop various practical skills, such as creative problem solving and decision-making.
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Dissertations / Theses on the topic "Students, Foreign – Case studies"

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Ruddy, Anne-Maree. "Internationalisation : case studies of two Australian and United States universities /." Murdoch University Digital Theses Program, 2008. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20090416.20912.

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Kumar, Margaret Kamla Wati Singh. "The discursive representation of international undergraduate students a case study of a higher education institutional site." [Adelaide : M. Kumar,], 2004. http://arrow.unisa.edu.au:8081/1959.8/24983.

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This dissertation addresses the discursive representation of international undergraduate students from the areas of South East Asia and Africa. The central question is: how are international students discursively represented in an Australian university setting? The study considers the university's teaching and learning practices and cultures as well as wider matters of policy. The study draws on postcolonial theory particularly on selected aspects of the work of Edward Said, Homi Bhabha and Gayatri Spivak and in so doing demonstrates the usefulness of postcolonial theory for exploring issues associated with international students in universities.
thesis (PhDEducation)--University of South Australia, 2004.
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Hartig, Lauren Jane. "Study abroad : assessing the impact on study abroad participants at Ball State University." Virtual Press, 2002. http://liblink.bsu.edu/uhtbin/catkey/1230610.

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There is a need in the field of international education to form sound assessment practices to provide support for the study abroad experience. This study conducted assessment research using the CrossCultural Adaptability Inventory (CCAI) as a pre and post-test as well as structured interviews to assess the impact and determine the cultural learning outcomes of the two main types of study abroad programs at Ball State University.According to the CCAI, there was meaningful cultural learning that occurred for the students who participated in study abroad programs for the Fall 2001 semester. The interviews revealed that the student participants experienced gains in self-perception, communication skills, and worldview concepts. Further implications include the continuation of assessment in the international education field and the move towards learning based study abroad models.
Department of Educational Studies
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Al-Mashaqbeh, Ibtesam. "Computer applications in higher education : a case study of students' experiences and perceptions." Virtual Press, 2003. http://liblink.bsu.edu/uhtbin/catkey/1263918.

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The purpose of this qualitative study was to describe the educational experiences with computers of nine female international graduate students at Ball State University. Their experiences with computers before they came to the United States, their current use of computers during their study at Ball State University, challenges faced related to the use of computers during their graduate study in the United States, and the support received from the university to help them overcome these barriers were described. Descriptions of ways computers supplemented and enriched the experiences of female international graduate students in the completion of their graduate work at Ball State University were reported.Participants of the present study were nine female international graduate students from Ball State University. They were identified through cooperation with the Center For International Programs, which provided a list of names and e-mail addresses of female international graduate students who were enrolled in graduate studies at Ball State University. Nine female international graduate students were selected from the list.The researcher interviewed each participant for two hours on one occasion. Following each interview participants were asked to complete a brief questionnaire to identify age, country of origin, academic program, and length of time spent in the United States.The following conclusions were established based upon this research study: (1) most participants did not use computer applications on a daily basis during their undergraduate study in their native countries; (2) all participants used computer applications on a daily basis during their study at BSU; (3) some participants faced two important academic adjustments at the same time, the adjustment to the English language and the adjustment to the use of computer; (4) most participants received support from friends regarding the use of computers; (5) most participants faced problems regarding their typing skills; (6) using the library web site was a challenge for most participants; (7) all participants believed that the use of computers enriched their experiences during their study at BSU; and (7) all participants used the Self-Learning Theory to improve their computer skills.
Department of Educational Studies
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Law, Wai-king, and 羅慧瓊. "Students' perception of the NET (native English speaking teacher) in motivating students to learn English: a casestudy in a band 5 school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31945089.

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Yang, Kwo-Jen. "The tension and growth Taiwanese students experience as non-native writers of English in a university writing program for international students." Diss., The University of Arizona, 1994. http://hdl.handle.net/10150/186805.

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A case study approach was adopted for this study. Four Taiwanese students enrolled in the writing program for international students at The University of Arizona were interviewed individually about (1) how they acquired the code of written English and what their L2 writing assumptions were upon entering The University of Arizona; and (2) what writing difficulties they experienced in a university writing program for international students and what their L2 writing assumptions were after completing a university writing program for international students. Findings from this research indicated that the four Taiwanese students did not have sufficient comprehensible input from pleasure reading or other voluntary, extracurricular sources. They acquired the code of written language from reading, participating in varied classroom activities such as small-group and whole-class discussions, peer review, teacher-student conferences, writing texts to different audiences for various purposes, analyzing model essays, practicing sentence combinations, and formal instruction in the composing process. Their writing difficulties could be summarized as follows: (1) not making good use of classroom activities to reshape ideas in terms of readers' expectations and their own writing intentions; (2) lack of experience to develop necessary reading and writing skills; (3) inadequate knowledge of the composing process; (4) inadequate syntax, vocabulary, or mechanics to express themselves in L2; (5) being influenced by their L1 rhetorical convention; (6) no intrinsic motivation to integrate with the target language, culture, or society; and (7) low expectations of success related to negative or weak teacher-student relationships. This research both reinforces and expands Krashen's (1984) model of second language acquisition and writing, showing the critical role of comprehensible input, the significance of natural acquisition over direct teaching of grammar rules and error correction, and the presence of an "affective" filter which is socially and culturally mediated, as well as cognitively and linguistically based.
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Mitchell, James Donald. "Foreign Language Anxiety, Sexuality, and Gender: Lived Experiences of Four LGBTQ+ Students." PDXScholar, 2018. https://pdxscholar.library.pdx.edu/open_access_etds/4336.

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The relationship between foreign language anxiety and gender identity has been largely a quantitative endeavor that has shown contradictory results. Furthermore, sexual identity has not been researched in foreign language anxiety literature. A qualitative account of LGBTQ+ language learners with different gender identities has been absent from the literature. Therefore, the purpose of this study was to explore the relationship between foreign language anxiety and sexual and gender identity. To gain insight into this relationship, this qualitative study investigated the lived experiences of four LGBTQ+ foreign language university students who represented three gender identities. Data were collected through multiple, in-depth interviews, observations, the Foreign Language Classroom Anxiety Scale (FLCAS, Horwitz et al., 1986), and a questionnaire. The four participants were further situated through the results of the FLCAS, which was distributed to the research site and garnered 141 responses. Presentation of the data includes portraits of two of the participants and a cross-case analysis of the four participants. The portraits provided rich, thick descriptions of the educational and historical backgrounds of the two learners as well as themes related to their individual anxiety levels. The cross-case analysis found that foreign language anxiety across participants related to invalidated identity, privileged identities, context, and trait anxiety. These themes largely caused participants to experience communication apprehension, possible cognitive interference, avoidance behavior, and a lack of willingness to communicate. This study offers pedagogical implications and suggestions for further research. The data show that language teachers need to be aware of the pervasive nature of foreign language anxiety and how the identities of LGBTQ+ students can play into foreign language anxiety. Furthermore, teachers need to affirm the identities of their students.
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Lee, Hyoseon. "An Investigation of L2 Academic Writing Anxiety: Case Studies of TESOL MA Students." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1573785567179317.

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Melgar, David Miguel Camps. "Drawing on, adapting and recreating writing practices for their academic purposes : the case of six Mexican postgraduate students at four British universities." Thesis, Lancaster University, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.340565.

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Strong, Gregory Butler. "A comparison group study on the effects of instruction in writing heuristics on the expository writing of E.S.L. students." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/31123.

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This research addressed two major questions: (1) what effect does instruction in writing heuristics have on the expository writing of E.S.L. students? (2) is one writing heuristic better than another? In an experiment involving 116 twelfth-graders in eight classes, the subjects were randomly assigned within classes to one of three groups. Each of the three groups received ten hours of instruction: two groups in writing heuristics, and a third group which served as an experimental control received instruction in grammar. The study was a pretest/posttest design where essays were administered as the tests. The students' essays were scored for quantity (number of words) and quality. Scores were analyzed in a repeated measures design. The results revealed that there were no significant differences between the three groups on either the quantitative or qualitative measures. Although a review of the literature indicated support for the use of writing heuristics with E.S.L. students, the experimental evidence in this study does not substantiate this view.
Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
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Books on the topic "Students, Foreign – Case studies"

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Kluger, Rona. Increasing women's participation in international scholarship programs: An analysis of nine case studies. New York, NY (809 United Nations Plaza, New York 10017): Institute of International Education, 1996.

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Office, Dartmouth College International. The aliens: Being a foreign student. Yarmouth, Me: Intercultural Press, 2003.

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N, Martin Judith, and Weaver Henry D. 1928-, eds. Students abroad, strangers at home: Education for a global society. Yarmouth, Me., USA: Intercultural Press, 1992.

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Clayton, Jacklyn Blake. Your land, my land: Children in the process of acculturation. Portsmouth, NH: Heinemann, 1996.

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Baldassare, Mark. International exchange off-campus: Foreign students and local communities. New York, N.Y: Institute of International Education, 1987.

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H, McCoy William. Senegal and Liberia: Case studies in U.S. IMET training and its role in internal defense and development. Santa Monica, CA (P.O. Box 2138, Santa Monica 90407-2138): Rand, 1994.

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B, Burn Barbara, ed. Integrating study abroad into the undergraduate liberal arts curriculum: Eight institutional case studies. New York: Greenwood Press, 1991.

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Stensaker, Bjørn. Utvidet utbytte?: Norske studenter i Glasgow, Stockholm, Berlin og København. Oslo: NIFU, Norsk institutt for studier av forskning og utdanning, 1998.

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Ryan, Janette. Cross cultural teaching and learning for home and international students: Internationalisation, pedagogy and curriculum in higher education. Milton Park, Abingdon, Oxon: Routledge, 2012.

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Budke, Alexandra. Wahrnehmungs- und Handlungsmuster im Kulturkontakt: Studien über Austauschstudenten in wechselnden Kontexten. Göttingen: V&R Unipress, 2003.

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Book chapters on the topic "Students, Foreign – Case studies"

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Bailey, Stephen. "Case Studies." In Academic Writing for University Students, 120–23. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003010210-20.

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Tan, Joseph C. L., and Anne Chapman. "Case Studies." In Project-Based Learning for Academically-Able Students, 73–106. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-732-0_5.

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Edwards, A. D. P. "Case Studies." In The Exporter’s & Importer’s Handbook on Foreign Currencies, 88–101. London: Palgrave Macmillan UK, 1990. http://dx.doi.org/10.1007/978-1-349-11852-6_21.

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Boettcher, William A. "Truman Case Studies." In Presidential Risk Behavior in Foreign Policy, 47–112. New York: Palgrave Macmillan US, 2005. http://dx.doi.org/10.1057/9781403979407_3.

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Boettcher, William A. "Kennedy Case Studies." In Presidential Risk Behavior in Foreign Policy, 113–63. New York: Palgrave Macmillan US, 2005. http://dx.doi.org/10.1057/9781403979407_4.

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Bailey, Stephen. "Case Studies." In Academic writing for international students of business and economics, 235–38. 3rd edition. | Abingdon, Oxon; New York: Routledge, 2020. |: Routledge, 2020. http://dx.doi.org/10.4324/9780429299278-5_1.

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Jett, Dennis C. "A Few Case Studies." In Why American Foreign Policy Fails, 107–42. New York: Palgrave Macmillan US, 2008. http://dx.doi.org/10.1057/9780230611771_5.

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Fanthome, Christine. "Successes — Case Studies." In Work Placements — A Survival Guide for Students, 88–100. London: Macmillan Education UK, 2004. http://dx.doi.org/10.1007/978-1-137-08191-9_8.

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Fanthome, Christine. "Disappointments — Case Studies." In Work Placements — A Survival Guide for Students, 101–13. London: Macmillan Education UK, 2004. http://dx.doi.org/10.1007/978-1-137-08191-9_9.

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Fukushima, Akiko. "Case Studies of the United Nations." In Japanese Foreign Policy, 21–106. London: Palgrave Macmillan UK, 1999. http://dx.doi.org/10.1057/9781403915924_3.

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Conference papers on the topic "Students, Foreign – Case studies"

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Ulanova, O. B. "USING CASE STUDIES IN TEACHING VETERINARY STUDENTS TO SOLVE PROFESSIONAL PROBLEMS BY MEANS OF THE FOREIGN LANGUAGE VOCABULARY." In DIGEST OF ARTICLES ALL-RUSSIAN (NATIONAL) SCIENTIFIC AND PRACTICAL CONFERENCE "CURRENT ISSUES OF VETERINARY MEDICINE: EDUCATION, SCIENCE, PRACTICE", DEDICATED TO THE 190TH ANNIVERSARY FROM THE BIRTH OF A.P. Stepanova. Publishing house of RGAU - MSHA, 2021. http://dx.doi.org/10.26897/978-5-9675-1853-9-2021-70.

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Тhis paper is dedicated to the ways of using case study method for mastering the foreign language vocabulary by veterinary students. The paper also focuses on increasing the motivation level to mastering veterinary disciplines through the foreign language acquisition.
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Ozola, Inese, and Liga Paula. "Undergraduate Students’ Perseverance in the Context of Foreign Language Studies: a Case of Latvia University of Life Sciences and Technologies." In Rural environment. Education. Personality. Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2018. http://dx.doi.org/10.22616/reep.2018.028.

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Dovgulevich, N. N., N. A. Gritsai, and A. A. Shmatova. "STUDENTS’ MOTIVATION WHEN USING INTERACTIVE PEDAGOGICAL TECHNOLOGIES IN THE CONDITIONS OF DISTANCE WORK." In SAKHAROV READINGS 2021: ENVIRONMENTAL PROBLEMS OF THE XXI CENTURY. International Sakharov Environmental Institute, 2021. http://dx.doi.org/10.46646/sakh-2021-1-196-199.

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The report considers the issue of motivational possibilities of using interactive pedagogical technologies within the conditions of distance foreign language teaching for students and master course students of non-linguistic specialties. Using the example of a virtual tour, an interactive whiteboard, and case-studies, the possibilities of new approaches are considered, and their advantages and disadvantages are considered.
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Salih, Rashwan. "12th International Conference on Educational Studies and Applied Linguistics." In 12th International Conference on Educational Studies and Applied Linguistics. Salahaddin University-Erbil, 2022. http://dx.doi.org/10.31972/vesal12.03.

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This paper investigates the effect of using discourse markers on the writing skills of Kurdish university students. By revising the related literature, it appeared that so far there is no consensus on the actual effect of the explicit presence of discourse markers on foreign language writing. Many studies concluded that different discourse markers have different effects on the writing of foreign language learners (Morell, 2004; Ying, 2007; Castro and Marcela 2009; Dariush and Mohamad 2015, etc.). The current research tries to find out if there are any cross-linguistic factors that could cause issues for students in EFL modules. Data for the current study were collected from essays written by Kurdish students at the English Department in Salahaddin University, Erbil. In total, 20 essays were received with total of 19872 words and total 261 DMs were found in the data. A mixture of quantitative and qualitative methods was used to analyse the data. The raw frequencies of the DMs were: Additive (101 = 0.5 %), Adversative (45 = 0.22 %), Causal / Conditional (83 = 0.4 %), and Temporal (32 = 0.16 %). The findings suggested that level of attention to and appropriate use of discourse markers were significantly unbalanced, and various misuses were found. Sample errors in using the DMs were selected for a qualitative analysis. It is recommended that discourse markers are taught individually not in groups with more focus on the more difficult discourse marker types.
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Maximova, Olga, and Tatiana Maykova. "SECOND FOREIGN LANGUAGE ACQUISITION: THE INFLUENCE OF STUDENTS’ FIRST FOREIGN LANGUAGE ON LEXICAL SKILLS DEVELOPMENT IN ENGLISH FOR SPECIAL PURPOSES." In NORDSCI Conference Proceedings. Saima Consult Ltd, 2021. http://dx.doi.org/10.32008/nordsci2021/b1/v4/21.

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"Globalization and intercultural communication are stepping up the demands for modern specialists’ linguistic competencies. To provide successful professional communication, competitiveness and mobility, the graduates of higher education are to master two or more foreign languages. In this regard, it seems important to study the features of multilingual education, identify the difficulties that arise in multilingual teaching and outline the ways to overcome them. Although, there is a number of studies devoted to the impact of the native language on foreign language acquisition, the issue of learners’ first and second foreign language interaction seems to be inadequately treated and there is a lack of research on factors that increase learners’ second foreign language proficiency in three-language contact (i.e., their native, first and second foreign language). In particular, little attention is paid to cross-linguistic skills transfer or to lexical interference patterns that arise among students mastering their second foreign language. This paper is devoted to lexical interference that occurs when English for Special Purposes (ESP) is taught as the second foreign language to university students studying French or Spanish as their first foreign language. The purpose of the work is to identify which language(-s) are the source of interference through analyzing students’ errors. The hypotheses of the study are as follows: in case of receptive activity (reading) the language which is closely related to the target language will serve as the source of positive transfer. In productive activity (writing and speaking) lexical interference will arise and play a significant role. The source of interference will be learners’ first foreign language. To test the hypotheses, a pilot study was conducted, during which typical lexical errors of Russian-speaking students studying ESP as their second foreign language and French or Spanish as their first foreign language were identified. The control group were students with native Russian language and English as their first foreign language. The research methodology included questionnaires, testing and interviews. The research participants were RUDN University students. The results of the study confirm the presence of positive transfer and lexical interference in ESP terminology acquisition, the source of which is learners’ first foreign language. Learners’ typical mistakes are associated with the use of articles, prepositions, adjective order, fully and partially assimilated cognates, depend on their language experience and are due to their first foreign language interference"
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Tatarinova, Elena A., Svetlana M. Sycheva, Tatiana V. Mezina, Ekaterina A. Khalimon, and Danijela Cirić Lalić. "Gamification technologies in staff training of Russian and foreign companies." In Sustainable and Innovative Development in the Global Digital Age. Dela Press Publishing House, 2022. http://dx.doi.org/10.56199/dpcsebm.hnvn9756.

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This article examines the feasibility and effectiveness of introducing gamification technologies into the educational process, which is the use of game mechanisms, principles and tools to solve real non-game problems and problems in various areas of public life. The conducted research is a meta-analysis of the current experience of gamification application, obtained from numerous international scientific studies, practical cases and reports of companies. The collected data show an important practical understanding of the application of gamification in the processes of planning and implementing projects, staff education and motivation, customer attraction and retention through loyalty programs. The influence of gamification technologies on the processes of cognition and learning is proved thanks to hardware studies of the brain activity of students during the game exercises using electroencephalography, functional magnetic resonance imaging (fMRI) and functional near-infrared spectroscopy (fNIRS). As a result of the study of the effects of gamification in terms of improving productivity through perceptual learning, conclusions were made that formed the basis for a generalized list of opportunities for using gamification elements in companies. The study systematized the practical results presented by case studies of companies and educational literature, which considered the results of the application of gamification as mostly positive.
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Baskakova, Anna. "The studying of Russian phraseological units and paroemias in English speaking audience." In 6th International e-Conference on Studies in Humanities and Social Sciences. Center for Open Access in Science, Belgrade, 2020. http://dx.doi.org/10.32591/coas.e-conf.06.13153b.

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A working mechanism during the comparative analysis of phraseological units and paroemias (proverbs and aphorisms) at the classes of Russian as foreign language with English speaking learners is presented in the article. While working in the audience, the attention is being paid to the comparative analysis of phraseological units and paroemias in Russian and foreign students’ native language from a semantical point of view. Such concepts and ideas as family, homeland, work / service / profession, studying, friendship, human flaws and virtues, represented in the proverbs and paroemias, are being analyzed. The similarities and differences in semantic field of phraseological units and paroemias of different cultures’ speakers are found. A parallel attitude to the main categories as family, home and friendship among Russian and English speakers is shown up. During a comparative analysis, it is being observed that in definite cases similar meanings can be expressed by different lexis typical for the concrete nation. Studying of this topic promotes the dialogue of cultures.
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Baskakova, Anna. "The studying of Russian phraseological units and paroemias in English speaking audience." In 6th International e-Conference on Studies in Humanities and Social Sciences. Center for Open Access in Science, Belgrade, 2020. http://dx.doi.org/10.32591/coas.e-conf.06.13153b.

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A working mechanism during the comparative analysis of phraseological units and paroemias (proverbs and aphorisms) at the classes of Russian as foreign language with English speaking learners is presented in the article. While working in the audience, the attention is being paid to the comparative analysis of phraseological units and paroemias in Russian and foreign students’ native language from a semantical point of view. Such concepts and ideas as family, homeland, work / service / profession, studying, friendship, human flaws and virtues, represented in the proverbs and paroemias, are being analyzed. The similarities and differences in semantic field of phraseological units and paroemias of different cultures’ speakers are found. A parallel attitude to the main categories as family, home and friendship among Russian and English speakers is shown up. During a comparative analysis, it is being observed that in definite cases similar meanings can be expressed by different lexis typical for the concrete nation. Studying of this topic promotes the dialogue of cultures.
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LI, YUANTING. "THE CULTIVATION OF INTERCULTURAL COMMUNICATION TALENTS IN SINO-FOREIGN COOPERATIVE EDUCATION." In 2021 INTERNATIONAL CONFERENCE ON ADVANCED EDUCATION AND INFORMATION MANAGEMENT (AEIM 2021). Destech Publications, Inc., 2021. http://dx.doi.org/10.12783/dtssehs/aeim2021/36007.

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Abstract. The study mainly explores the main characteristics, existing problems and corresponding solutions of Sino-foreign cooperative education in cultivating intercultural communication talents. It adopts exploratory analysis and case studies through data collected principally from QMUL Engineering School, NPU and Glasgow College, UESTC. It is found that students in Sino-foreign cooperative education have strong intercultural communication competence since they have: 1) a good master of foreign language; 2) more opportunities to communicate and exchange with foreigners; 3) strong acceptance towards multi-cultures; 4) strong initiative and practical-ness to work or study abroad. However, problems and challenges exist, such as poor language output, superficial intercultural communication and unstable intercultural communicative approach. It is suggested to adopt diversified assessment modes, create an intercultural communicative environment and build an intercultural assistant mechanism to comprehensively promote the cultivation of intercultural communication talents in Sino-foreign cooperative education.
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Mamontova, N. Yu. "METHODICAL EXPLANATION OF THE IMPLEMENTATION OF THE MULTIPLE INTELLIGENCE THEORY IN TEACHING FOREIGN LANGUAGES AT UNIVERSITY." In THEORETICAL AND APPLIED ISSUES OF LINGUISTIC EDUCATION. KuzSTU, 2020. http://dx.doi.org/10.26730/lingvo.2020.62-80.

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The article considers the methodological aspects of teaching foreign languages at university; the possibility of applying the theory of multiple intelligence to foreign language teaching is studied; the concept of the case-project as a method of teaching is defined which combined case study method and project method; methods of organizing research activity of students through the technique of team work for development and introduction in educational process the idea of development of added multiple intelligences are implemented; a questionnaire to define the dominant types of intelligences is developed and tested; psychological-didactic, organizational-methodical and evaluative-reflexive features of the use of the implemented theory in teaching foreign languages are analyzed.
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Reports on the topic "Students, Foreign – Case studies"

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Panchenko, Liubov, and Andrii Khomiak. Education Statistics: Looking for Case-Study for Modeling. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4461.

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The article deals with the problem of using modeling in social statistics courses. It allows the student-researcher to build one-dimensional and multidimensional models of the phenomena and processes that are being studied. Social Statistics course programs from foreign universities (University of Arkansas; Athabasca University; HSE University, Russia; McMaster University, Canada) are analyzed. The article provides an example using the education data set – Guardian UK universities ranking in Social Statistics course. Examples of research questions are given, data analysis for these questions is performed (correlation, hypothesis testing, discriminant analysis). During the research the discriminant model with group variable – modified Guardian score – and 9 predictors: course satisfaction, teaching quality, feedback, staff-student ratio, money spent on each student and other) was built. Lower student’s satisfaction with feedback was found to be significantly different from the satisfaction with teaching. The article notes the modeling and statistical analysis should be accompanied by a meaningful interpretation of the results. In this example, we discussed the essence of university ratings, the purpose of Guardian rating, the operationalization and measurement of such concepts as satisfaction with teaching, feedback; ways to use statistics in education, data sources etc. with students. Ways of using this education data in group and individual work of students are suggested.
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Chainey, Jennie, Debbie Wong, Elizabeth Cassity, and Hilary Hollingsworth. Teacher development multi-year studies. Using case studies to investigate and understand teaching quality and student learning: Initial lessons learned. Australian Council for Educational Research, 2022. http://dx.doi.org/10.37517/978-1-74286-679-6.

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This paper presents some initial lessons learned about the use of case studies as a key form of evidence regarding teaching quality and student learning in a multi-year teacher development study series. This study series, commissioned by the Australian Government’s Department of Foreign Affairs and Trade (DFAT), involves the investigation of teacher development initiatives in Lao People’s Democratic Republic (Laos), Timor-Leste and Vanuatu. The overall aim of the study series is to understand the extent to which the Australian investment has improved teaching quality and student learning. This paper discusses the processes used to design, implement, analyse and report case study data, and key lessons learned about these that could be applied to other contexts and programs. These processes include: design, implementation, and analysis and reporting.
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BAGIYAN, A., and A. VARTANOV. SYSTEMS ACQUISITION IN MULTILINGUAL EDUCATION: THE CASE OF AXIOLOGICALLY CHARGED LEXIS. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2077-1770-2021-13-4-3-48-61.

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The process of mastering, systematizing and automatizing systems language skills occupies a key place in the theory and practice of teaching foreign languages and cultures. Following the main trends of modern applied linguistics in the field of multilingual research, we hypothesize the advisability of using the lexical approach in mastering the entire complex of systems skills (grammar, vocabulary, phonology, functions, discourse) in students receiving multilingual education at higher educational institutions. In order to theoretically substantiate the hypothesis, the authors carry out structural, semantic, and phonological analysis of the main lexical units (collocations). After this, linguodidactic analysis of students’ hypothetical problems and, as a result, problems related to the teaching of relevant linguistic and axiological features is carried out. At the final stage of the paper, a list of possible outcomes from the indicated linguistic and methodological problematic situations is given. This article is the first in the cycle of linguodidactic studies of the features of learning and teaching systems language skills in a multilingual educational space.
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Romero Molina, Paola Ximena. Teaching Lesson Planning to EFL Preservice Teachers: A Review of Studies. Institucion Universitaria Colombo Americana, 2022. http://dx.doi.org/10.26817/paper.19.

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Preparing English as a Foreign Language (EFL) preservice teachers for lesson planning has a been a concern among teacher educators globally. Research has shown that preservice teachers encounter difficulties in aspects such as objective setting, considering their learners’ needs, and matching assessment and objectives, among others. Similarly, preservice teachers still need to be presented with ample opportunities for reflective teaching. These concerns have been addressed by teacher educators in systematic ways. Hence, guided by two sets of research questions, this literature review aims at exploring the procedures that educators in diverse contexts have used to aid their student teachers in preparing for lesson planning. The first set seeks to identify the procedures used as well as their outcomes. The second set of questions aims to inquire on the methodologies adopted. Twelve studies were selected for the final review, which were found using the Educational Resources Information Center (ERIC) and Google scholar databases as well as the academia.edu platform. A matrix was created to analyze the papers selected together with a coding process. The analysis revealed that collaborative procedures such as mentoring and lesson study combined with reflective teaching seem to render optimal learning experiences for preservice teachers. A special mention is given to plan lessons using authentic materials. Furthermore, types of methodologies that promote rich description such as case studies appear to be appropriate to frame these studies.
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Brouwer, Frank. Extended Case Study: Teaching of Economics to European Studies & Language Students. Bristol, UK: The Economics Network, March 2004. http://dx.doi.org/10.53593/n157a.

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Peters, Vanessa, Deblina Pakhira, Latia White, Rita Fennelly-Atkinson, and Barbara Means. Designing Gateway Statistics and Chemistry Courses for Today’s Students: Case Studies of Postsecondary Course Innovations. Digital Promise, August 2022. http://dx.doi.org/10.51388/20.500.12265/162.

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Scholars of teaching and learning examine the impacts of pedagogical decisions on students’ learning and course success. In this report, we describes findings from case studies of eight innovative postsecondary introductory statistics and general chemistry courses that have evidence of improving student completion rates for minoritized and low-income students. The goal of the case studies was to identify the course design elements and pedagogical practices that were implemented by faculty. To identify courses, Digital Promise sought nominations from experts in statistics and chemistry education and reviewed National Science Foundation project abstracts in the Improving Undergraduate STEM Education (IUSE) program. The case studies courses were drawn from 2- and 4-year colleges and were implemented at the level of individual instructors or were part of a department or college-wide intervention. Among the selected courses, both introductory statistics (n = 5) and general chemistry (n = 3) involved changes to the curriculum and pedagogy. Curricular changes involved a shift away from teaching formal mathematical and chemical equations towards teaching that emphasizes conceptual understanding and critical thinking. Pedagogical changes included the implementation of peer-based active learning, formative practice, and supports for students’ metacognitive and self-regulation practices.
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Nagahi, Morteza, Raed Jaradat, Mohammad Nagahisarchoghaei, Ghodsieh Ghanbari, Sujan Poudyal, and Simon Goerger. Effect of individual differences in predicting engineering students' performance : a case of education for sustainable development. Engineer Research and Development Center (U.S.), May 2021. http://dx.doi.org/10.21079/11681/40700.

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The academic performance of engineering students continues to receive attention in the literature. Despite that, there is a lack of studies in the literature investigating the simultaneous relationship between students' systems thinking (ST) skills, Five-Factor Model (FFM) personality traits, proactive personality scale, academic, demographic, family background factors, and their potential impact on academic performance. Three established instruments, namely, ST skills instrument with seven dimensions, FFM traits with five dimensions, and proactive personality with one dimension, along with a demographic survey, have been administrated for data collection. A cross-sectional web-based study applying Qualtrics has been developed to gather data from engineering students. To demonstrate the prediction power of the ST skills, FFM traits, proactive personality, academic, demographics, and family background factors on the academic performance of engineering students, two unsupervised learning algorithms applied. The study results identify that these unsupervised algorithms succeeded to cluster engineering students' performance regarding primary skills and characteristics. In other words, the variables used in this study are able to predict the academic performance of engineering students. This study also has provided significant implications and contributions to engineering education and education sustainable development bodies of knowledge. First, the study presents a better perception of engineering students' academic performance. The aim is to assist educators, teachers, mentors, college authorities, and other involved parties to discover students' individual differences for a more efficient education and guidance environment. Second, by a closer examination at the level of systemic thinking and its connection with FFM traits, proactive personality, academic, and demographic characteristics, understanding engineering students' skillset would be assisted better in the domain of sustainable education.
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Araya, Mesele, Caine Rolleston, Pauline Rose, Ricardo Sabates, Dawit Tibebu Tiruneh, and Tassew Woldehanna. Understanding the Impact of Large-Scale Educational Reform on Students’ Learning Outcomes in Ethiopia: The GEQIP-II Case. Research on Improving Systems of Education (RISE), January 2023. http://dx.doi.org/10.35489/bsg-rise-wp_2023/125.

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The Ethiopian education system has been very dynamic over recent years, with a series of large-scale education program interventions, such as the Second Phase of General Education Quality Improvement Project (GEQIP-II) that aimed to improve student learning outcomes. Despite the large-scale programs, empirical studies assessing how such interventions have worked and who benefited from the reforms are limited. This study aims to understand the impact of the reform on Grade 4 students’ maths learning outcomes over a school year using two comparable Grade 4 cohort students from 33 common schools in the Young Lives (YL, 2012-13) and RISE (2018-19) surveys. We employ matching techniques to estimate the effects of the reform by accounting for baseline observable characteristics of the two cohorts matched within the same schools. Results show that the RISE cohort started the school year with a lower average test score than the YL cohort. At the start of Grade 4, the Average Treatment Effect on the Treated (ATT) is lower by 0.36 SD (p<0.01). In terms of learning gain over the school year, however, the RISE cohort has shown a modestly higher value-added than the YL cohort, with ATT of 0.074 SD (p<0.05). The learning gain particularly is higher for students in rural schools (0.125 SD & p<0.05), which is also stronger among rural boys (0.184 SD & p<0.05) than among rural girls. We consider the implications of our results from a system dynamic perspective; in that the GEQIP-II reform induced unprecedented access to primary education, where the national Net Enrolment Rate (NER) rose from 85.7 percent in 2012-13 to 95.3 percent in 2019-20, which is equivalent to nearly 3 million additional learners to the primary education at a national level. This shows that learning levels have not increased in tandem with enrolment, and the unprecedented access for nearly all children might create pressure on the school system. Current policy efforts should therefore focus on sustaining learning gains for all children while creating better access.
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Navas-Alemán, Lizbeth. Innovation and Competitiveness in Mining Value Chains: The Case of Brazil. Inter-American Development Bank, December 2021. http://dx.doi.org/10.18235/0003813.

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Mining companies have mirrored other large multinational companies in setting up global value chains (GVCs), sourcing their inputs and services from an ever-larger number of highly capable suppliers in developing countries, such as those in resource-rich Latin America. However, recent empirical studies on the mining GVC in that region suggest that even innovative local suppliers find it difficult to exploit their innovations in local and foreign markets. Using a conceptual framework that combines literature on innovation and GVCs, this study analyzed how global/regional- and firm-level factors interact to explain the acquisition of local suppliers capabilities within Brazils mining industry. The study explored these issues using original data gathered in 2019 and secondary sources from Brazil. The main findings are related to (i) strategies used by domestic suppliers to develop innovative solutions for leading mining companies, (ii) how health and safety concerns spurred innovation after the disasters in Mariana and Brumadinho, (iii) new-to-the-world innovation capabilities among Brazilian suppliers to the mining industry, and (iv) the main barriers to developing innovative practices among domestic suppliers. The authors propose public policies to support major mining companies in acquiring innovations from domestic suppliers to the mining industry. Opportunities such as a Copper Rush in Brazil that could foster further innovations in mining are discussed.
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Wandeler, Christian, and Steve Hart. The Central Valley Transportation Challenge. Mineta Transportation Institute, December 2022. http://dx.doi.org/10.31979/mti.2022.2029.

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The Central Valley Transportation Challenge provides underserved minority students, who are primarily from rural areas, with high quality transportation-related educational experiences so that they learn about transportation-related topics and opportunities in transportation careers. The CVTC is a project-based learning program that brings university faculty and students to K–12 classrooms in rural areas. The project operated with three main objectives: (1) support K–12 teachers’ understanding and implementation of the CVTC programs; (2) connect K–12 students with university faculty and students, and transportation professionals through the CVTC program; and (3) develop an online hub with transportation-related lesson plans and sequences. The results of this study are reported as five case studies and a description of the online hub. The case studies illustrate how different pedagogical approaches and uses of technology were implemented and how the project connections between the schools, community members and professionals from transportation-related fields were developed. In addition, to support the sustainability of transportation-related learning across subsequent years, the research team created an online transportation resource repository. This hub was populated with lessons and units developed by pedagogical and content experts. The lessons cover the grades K–12 and range from brief lessons to very engaging and holistic two-week-long lesson sequences. The CVTC has proven to be a highly flexible and adaptive model due to the use of technology and the teachers’ experience and pedagogical expertise. The timing of the program during the COVID-19 pandemic also provided the students that were learning from home with an engaging learning experience and some relief for teachers who were already dealing with a lot of adjustments. In that sense, the program reached traditionally underserved students, but did so in a critical time where these students faced even more obstacles.
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