scholarly journals Cognitions and Practices of Iranian ELT Instructors and Content Teachers in Teaching Discipline-Based EAP Courses: A Replication Study

2018 ◽  
Vol 3 (1) ◽  
pp. 1
Author(s):  
Fatemeh Soleimani ◽  
Ahmad Alibabaee
Keyword(s):  
English For Academic Purposes ◽  
Replication Study ◽  
Note Taking ◽  
Methodological Issues ◽  
Structured Interviews ◽  
Teaching Activities ◽  
Field Note ◽  
Research Studies ◽  
Current Practices

Although research studies on methodological issues of English for General Purposes are abundant in the literature, they are still one of the less explored areas of research in English for Academic Purposes, especially with respect to teachers’ cognitions and practices. Also, lack of collaboration between ELT instructors and content teachers in teaching discipline-based EAP courses has resulted in noticeable inconsistencies in the two groups’ instructions. The present study was an extension of Atai and Fatahi-Majd (2014) and explored the cognitions and practices within and across six Iranian ELT instructors and six content teachers regarding their translation-based, form focused, feedback and vocabulary teaching activities. Each participant was observed for six sessions. Field note taking and semi-structured interviews were also done with the two groups of teachers so as to delve into the cognitions underlying their actual practices. The general findings supported Atai and Fatahi (2014) in all the areas under investigation where there were within group inconsistences and across-group discrepancies within and between the two groups of teachers respectively with content teachers being much more inconsistent than ELT instructors in terms of their practices and cognitions. The findings of the study have implications for renewing the current practices of ELT instructors and content teachers teaching discipline-based EAP courses worldwide.

Reconstruction of Personal Constructs following Predictive Failure: Influences of Stereotypy in Thinking and Invalidation Level

1980 ◽  
Vol 47 (3) ◽  
pp. 839-846
Author(s):  
Lynn S. Johnson ◽  
Robert C. Bennion
Keyword(s):  
Replication Study ◽  
Methodological Issues ◽  
Personal Constructs ◽  
Different Levels ◽  
Predictive Failure

Two social predictions based individually on the personal constructs of 23 adults were subjected to different levels of invalidation in a replication study. The nonreplication suggests that high invalidation does not effect more change in stereotyped than independent constructs; the meaning of the steretotype may make it either more or less open to reconstructions. Methodological issues relating to the replication attempt are discussed.

scholarly journals FUNGSI ADJEKTIVA KOMPARATIF DALAM BAHASA MADURA DIALEK KANGEAN DAN DAMPAKNYA BAGI MASYARAKAT KANGEAN: KAJIAN PRAGMATIK [The Function of Comparative Adjectives in Kangean Dialect of Madurese Language and its Impact]

TOTOBUANG ◽  
2021 ◽  
Vol 9 (2) ◽  
pp. 257-271
Author(s):  
Mutaallim Hafidz ◽  
Fahmi Reza Alfani ◽  
La Mahidin ◽  
Yuana Dwi Agustin ◽  
Damon Wicaksi
Keyword(s):  
Qualitative Research ◽  
Data Analysis ◽  
Note Taking ◽  
Field Note ◽  
Distributional Method ◽  
Written Form ◽  
Observation Method ◽  
The Impact ◽  
Comparative Adjectives ◽  
Participatory Observation

Comparative adjectives of Kangean Dialect of Madurese Language (KDML) are the basic adjectives that has A+D+(-an) stucture or lebbi. This study explored the function of comparative adjectives in KDML and its impact for the Kangean community. The theories used to explore and determine the comparative adjective function are descriptive and pragmatic theories. The research is a qualitative research. The method used in this research is the participatory observation method. The data were obtained from interviews with the dialect speakers by voice recording and field note-taking. Besides, researchers used the introspectiveve method (reflective-introspection method). The data that has been collected were transcribed into written form of orthographic transcription, then translated and classified according to its function. The method applied for analyzing the data are equivalent and distributional method. Meanwhile, the methods used for displaying the results of data analysis are informal and formal steps. The results showed that in KDML, there are several functions of comparative adjectives, namely to motivate, praise, admonish, command, insinuate, advise, criticize and accuse. Meanwhile, the impact of adjective utterances, people become more optimistic, comfortable, easy to appreciate, entertained, strong, cautious, deterred, and humble. Adjektiva komparatif bahasa Madura dialek Kangean (BMDK) merupakan adjektiva dasar yang memiliki struktur A+D+(-an) atau lebbi. Penelitian ini mengeksplorasi fungsi adjektiva komparatif dalam BMDK dan dampaknya bagi komunitas Kangean. Teori yang digunakan untuk menggali dan menentukan fungsi adjektiva komparatif adalah teori deskriptif dan pragmatik. Penelitian ini adalah penelitian kualitatif. Metode yang digunakan adalah metode observasi partisipatif. Data diperoleh melalui wawancara dengan penutur dialek Kangean melalui rekaman dan catatan lapangan. Selain itu, peneliti menggunakan metode introspektif (metode reflektif-introspekturis). Data yang sudah terkumpul ditranskrip ke dalam bentuk tulisan dengan transkripsi ortografis, kemudian diterjemahkan dan diklasifikasikan sesuai fungsinya. Metode yang digunakan untuk menganalisis data adalah metode ekuivalen dan metode agih dan metode yang digunakan untuk menampilkan hasil analisis data adalah langkah-langkah formal dan nonformal. Hasil penelitian menunjukkan bahwa dalam BMDK terdapat beberapa fungsi adjektiva komparatif yakni untuk memotivasi, memuji, menegur, memerintah, menyindir, menasihati, mencela dan menuduh. Sedangkan dampaknya adalah masyarakat lebih optimis, peka, mudah menghargai, terhibur, kuat, berhati-hati, jera, dan rendah diri.   

Enhancing internal communication to build social capital amongst hospitality employees – the role of social media

2016 ◽  
Vol 28 (12) ◽  
pp. 2675-2695 ◽  
Author(s):  
Ceridwyn King ◽  
Hyemi Lee
Keyword(s):  
Social Capital ◽  
Social Media ◽  
Conceptual Framework ◽  
Hospitality Industry ◽  
Internal Communication ◽  
Structured Interviews ◽  
Empirical Examination ◽  
Content Type ◽  
The Impact ◽  
Current Practices

Purpose Adopting a social capital theoretical (SCT) lens, this study aims to propose a conceptual framework of effective internal communication (IC) for the hospitality industry. The study explores how to enhance current practices and the suitability of social media as an augmentation to traditional IC channels. Design/methodology/approach A qualitative research methodology, consisting of 20 semi-structured interviews with hospitality employees, was adopted. Following a “reduction” and “interpretation” process, 16 themes related to effective IC were identified which informed a conceptual framework. Findings Characteristics of effective IC were identified in addition to IC benefits at both employee and organizational levels. Considering the limitations of current practices, the applicability of social media was explored. Requirements of effective IC suggest that new channels (e.g. social media) should be adopted to build social capital. Research limitations/implications The study informs SCT from a meso-level (process) perspective. The articulation of an IC framework informs how social capital can be built through effective IC, providing a foundation for further empirical examination as to the impact of various channels on the IC process. Adoption of a case study design suggests that results and implications can only be generalized to similar environments. Practical implications The study details the characteristics of effective IC and its subsequent benefits, highlighting how social media can augment current IC practices in a hospitality organization. Originality/value Being a 24/7 labor-intensive operation makes employee communication to ensure service excellence challenging in the hospitality industry. Through the application of SCT and the exploration of social media in a workplace setting to enhance IC, significant theoretical and practical insights are realized.

Payments for Participation of Children in Research

2018 ◽  
pp. 244-263
Author(s):  
Douglas S. Diekema
Keyword(s):  
Decision Making ◽  
Research Participation ◽  
Ethical Considerations ◽  
Parental Decision ◽  
Research Participants ◽  
Ethical Implications ◽  
Parental Decision Making ◽  
Participation In Research ◽  
Research Studies ◽  
Current Practices

Providing payment to those who participate is common practice for research studies involving both children and adults. While there may be good reasons for providing payment for research participation, there are also reasons to be concerned about the practice, especially when the subjects are children and the payment has the potential to distort parental decision-making by tempting parents to consider issues other than the welfare of their child. This chapter examines the ethical implications of providing payment to children and their parents for participation in research. After a brief survey of current practices regarding payments to research participants, the chapter will examine the distinct kinds of payments offered to research participants and their parents (Those intended to reimburse expenses and those intended to induce participation), evaluate the ethical considerations relevant to each kind of payment, and make some final recommendations concerning the provision of payments for research involving children.

University EAP Students' Perceptions of Using a Prototype Virtual Reality Learning Environment to Learn Writing Structure

2020 ◽  
Vol 10 (1) ◽  
pp. 27-46 ◽  
Author(s):  
Austin Pack ◽  
Alex Barrett ◽  
Hai-Ning Liang ◽  
Diego Vilela Monteiro
Keyword(s):  
Virtual Reality ◽  
Learning Environment ◽  
Teaching And Learning ◽  
English Language ◽  
Mainland China ◽  
English For Academic Purposes ◽  
Language Learner ◽  
First Year ◽  
Structured Interviews ◽  
Mixed Methods Approach

This study investigates English language learner (ELL) perceptions of using a prototype virtual reality learning environment (VRLE) designed for teaching and learning writing structure. A mixed-methods approach was used, incorporating pre- and post-participation questionnaires, as well as semi-structured interviews. Participants consisted of 10 ELLs enrolled in first year English for Academic Purposes (EAP) courses at a university in Mainland, China. Results indicate that while the majority of students enjoyed using the VRLE, they maintained varying attitudes regarding the usefulness of the VRLE. Additionally, results from a correlation analysis suggest that learners' attitudes towards the material or content being learned (EAP writing) significantly correlates with learners' attitudes towards using the VRLE for learning writing structure.

scholarly journals Developing English for Academic Purposes (EAP) teaching materials: a needs analysis of novice teachers

2017 ◽  
Vol 16 (1) ◽  
Author(s):  
Larissa Goulart da Silva ◽  
Ana Paula Seixas Vial ◽  
Simone Sarmento
Keyword(s):  
Teacher Training ◽  
Educational Policy ◽  
Novice Teachers ◽  
Teacher Development ◽  
English For Academic Purposes ◽  
Needs Analysis ◽  
English Learning ◽  
Structured Interviews ◽  
Teaching Materials ◽  
Online Surveys

Abstract The Language without Borders (LwB) Programme is an educational policy which aims at promoting English learning at universities as well as promoting opportunities for teacher development. LwB teachers have to prepare their own English for Academic Purposes (EAP) teaching materials. Taking this into account, we seek to understand how the LwB Programme prepares these teachers to create EAP materials and  if they encounter any difficulties. A needs analysis was carried out through online surveys and semi-structured interviews. The former was sent to LwB teachers from all over Brazil, and the latter was conducted with teachers from one university. Based on the results we suggest some topics that could be addressed in the pedagogical meetings to address these teachers’ needs. Keywords: English for academic purposes, teacher training, Languages without Borders.   O desenvolvimento de materiais didáticos de Inglês para Fins Acadêmicos (IFA): uma análise das necessidades de professores iniciantes  Resumo O Programa Idiomas em Fronteiras (IsF) é uma política educacional que busca promover a aprendizagem de inglês na universidade e ser uma oportunidade de formação de professores, pois os professores-bolsistas do IsF devem preparar seu próprios materiais didáticos de Inglês para Fins Acadêmicos (IFA). Levando isso em consideração, buscamos entender como o Programa IsF prepara esses professores para elaborar materiais de IFA e se encontram dificuldades. Para tanto, foi conduzida uma análise de necessidades através de questionários online e entrevistas. Os questionários foram enviados para professores IsF de todo o Brasil e as entrevistas foram realizadas com professores de uma universidade. Com base nos resultados, sugerimos tópicos que podem ser trabalhados nas reuniões pedagógicas para responder às necessidades dos professores. Palavras-chave: Inglês para fins acadêmicos; formação de professores; Idiomas sem Fronteiras.

scholarly journals A STUDY ON ALBANIAN STUDENTS' PERCEPTIONS OF THE ESP COURSES CONTRIBUTION TO THEIR ENGINEERING/ARCHITECTURE KNOWLEDGE ACQUISITION AND COMMUNICATION COMPETENCE

2021 ◽  
pp. 109
Author(s):  
Mirela Alhasani
Keyword(s):  
Knowledge Acquisition ◽  
Communication Skills ◽  
Undergraduate Students ◽  
English For Academic Purposes ◽  
Global Market ◽  
Structured Interviews ◽  
Soft Skill ◽  
Tailored Communication ◽  
Beneficial Impact ◽  
Research Findings

Currently, soft skills mainly communication skills of engineering/architecture graduates have been considered as essential as their hard skills for the 21st century competitive global market. Given the cramped curricula of engineering/architecture programs, the research examines the beneficial impact that ESP undergraduate courses have on the tailored communication of engineering/architecture students at a case study analysis - EPOKA University in Tirana, Albania. In order to obtain feedback and unbiased perceptions on the tangible improvement in advanced English communication skills and disciplinary content knowledge acquisition, a questionnaire survey  was conducted with the undergraduate students of EPOKA University at the Faculty of Architecture and Engineering upon successful completion  of the two mandatory ESP courses at undergraduate level. A mixed method was utilized to collect the statistical data from questionnaires and the semi-structured interviews with students of engineering majors and architecture at the Faculty of Architecture and Engineering of EPOKA University who took English for Academic Purposes and Engineering English during 2018-2020 academic years. Research findings revealed the growing appreciation and high interest that students are placing into ESP courses as significant contributors to knowledge acquisition and soft skill betterment alongside the classic disciplinary courses of their disciplines. Key words; engineering/architecture major, ESP courses, needs analysis survey, EPOKA University 

scholarly journals Diary Keeping in Writing Education

2018 ◽  
Vol 7 (1) ◽  
pp. 48
Author(s):  
Betul Keray Dincel ◽  
Hilmi Savur
Keyword(s):  
Qualitative Study ◽  
Teacher Candidates ◽  
Personal Development ◽  
Writing Skills ◽  
Structured Interviews ◽  
Language Teacher ◽  
Writing Ability ◽  
Teaching Activities ◽  
The Many ◽  
Turkish Language

One of the many types of texts that can be used in writing education is the diary. In this study, the opinions of the Turkish language teacher candidates about diary keeping and their diaries kept for two months in which they could freely express their thoughts were analyzed. It is a qualitative study in which thirty-four participants' diaries were examined, and semi-structured interviews were conducted with seventeen randomly selected candidates. It is observed that the topics dealt by the teacher candidates in their diaries mainly focused on themes such as education-teaching activities, life, feelings, thoughts, relatives, nature, important days, diary, problems, personal development, and writing skills. The emerging codes from these interviews were grouped as: Diary, problems, personal development, and writing skills. The results of this research reveal that candidates who regularly keep a diary begin to question their lives and try to manage them better. Moreover, it was shown that diary keeping, which is regular writing, has an important role in the development of writing ability.

scholarly journals Malaysian Tertiary Students' Perceptions of Constructive Alignment in Learning in EAP Classrooms: A Qualitative Study

2021 ◽  
Author(s):  
◽  
Bharathi Vijayan
Keyword(s):  
Approaches To Learning ◽  
English For Academic Purposes ◽  
Academic English ◽  
Structured Interviews ◽  
Solo Taxonomy ◽  
Constructive Alignment ◽  
Deep Approach To Learning ◽  
English Classroom ◽  
The University ◽  
Reading Activities

<p>English for Academic Purposes (EAP) is offered as a course in many Malaysian institutions of higher learning. In contrast with English taught at secondary schools, at the tertiary level EAP courses primarily cater to learners’ language needs that arise from learning in a range of disciplines, in the workplace, and eventually in the wider society.  This study explores 12 Malaysian tertiary students’ perceptions of how learning takes place in EAP classrooms during reading activities. Biggs’ Constructive Alignment framework and the 3P model (Presage, Process and Product) provide a theoretical framework. The research investigates how students’ factors in learning and the tasks given in the classrooms align with the students’ views of outcomes in learning and by considering the constructive alignment of the student factors, the task and the outcomes (the presage, process and product stages), it is possible to see the potential for deep approaches to learning and to consider whether that potential is realised in particular tasks.  This study uses a single embedded explanatory case, consisting of 12 Malaysian tertiary students from three EAP classrooms in a public university in Malaysia. The data collection methods used for this study were semi-structured interviews, stimulated recall interviews and students’ written samples of EAP tasks undertaken in the three classrooms. The tasks were adapted from an EAP workbook used at the university.  The data were analysed using Braun and Clarke’s thematic analysis. An analytic tool was created using Biggs’ and Collis’ SOLO Taxonomy to ascertain the potential of the tasks to allow a deep approach to learning. The findings of this study showed the complexity of the learning process among these learners in the academic English classroom.  The findings showed that the learners did not see the alignment between the presage, process and product stages. In the presage and process stages, the findings showed that there were multiple factors such as background, motives for learning, anxiety in learning, topic and content interests, and prior knowledge that influenced the learners’ engagement with the tasks. Motives for learning were particularly important since the other factors either influenced or were influenced by them. Further, these factors also influenced students’ perceived outcomes of learning in the EAP classroom.  In the process and product stages, the students reported that they found the content taught in class did not align with their motives for learning. They also said that they had difficulties seeing the transfer of learning from the content taught in the EAP classroom to their other subjects at the university. Although the students showed some interest and engagement with the reading tasks in the classroom, the lack of alignment could contribute to a surface motive for learning in the EAP classroom.  This study also found that a process of internal compromise took place within the learners to adapt themselves to the learning situations in the EAP classroom which was clearly evident in their responses to the reading tasks in the classroom as well as in their opinions about learning in academic English as a whole. Biggs’ concept that learning takes place within a system is particularly important in EAP courses where the learning should be designed to transfer to students’ achievements in other subjects, in the workplace and beyond.  An understanding of constructive alignment in EAP courses will enable EAP course designers, material writers and EAP instructors to use this powerful tool to support the achievement of the aims of EAP courses. It also has implications for EAP educators when they consider the design of tasks in their courses and the issues that affect the potential for deep or surface approaches to learning.</p>

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