“Can we take a picture with you?” The realization of the refusal speech act with tourists by Emirati speakers

Effective communication between people from different cultures requires not only the ability to speak a common language but also an awareness of sociocultural rules and sociolinguistics features, an important one being speech acts the realization of which realization by Emirati non-native speakers of English has not been studied sufficiently. This paper investigates a particularly face-threatening speech act - refusals. It explores Emiratis comfort level and the use of the refusal speech act in communicative exchanges with unknown tourists. The data set consisted of 94 participant responses to a pre-instructional activity in an introductory linguistics class. Both descriptive and inferential statistics were used to analyze the data sets. The key findings suggest that both male and female participants were rather comfortable conversing with a tourist couple that they had never met, but male participants reported being more at ease accepting the couples request to take a photo with the tourists at a statistically significant level. While more than half of the participants reported willingness to take the photo with the tourists, approximately 41.5% would decline such a request, with significantly more females declining the request. The most frequent components of the refusal speech act included a statement of regret, a thank-you note, and an excuse, reason, or explanation. Results also showed that linguistic devices for positive politeness purposes were used rather sparingly, and it was mainly the females who used them. Based on the results, it is helpful for visitors to the UAE to be mindful of Emiratis' sociocultural and sociolinguistic behaviors so that the nuances of communication can be understood and responses are appropriate, which can reduce the likelihood of communication breakdowns and increase the well-being of all involved in the interaction.

LEVELS OF COGNITIVE DOMAIN OF TASKS IN ENGLISH TEXTBOOKS FOR SENIOR HIGH SCHOOL: A REVISED BLOOM’S TAXONOMY ANALYSES

This study is a descriptive qualitative which aims to know the appropriateness of the textbook’s content with the cognitive dimension of Revised Bloom’s Taxonomy and to know the dominant cognitive category of the Revised Bloom’s Taxonomy in the textbook. This research was focused on analyzing the English Textbook, “Pathway to English”, which is published by Erlangga. The data was analyzed through data analysis table to categorize the activity with defined as any one of the following: a question or instructional activity, based on cognitive dimension. The result showed that there are 271 activities in the textbook. The activities spread over 105 (38.7%) remembering, 76 (28%) understanding, 48 (17.7%) applying, 28 (10.3%) analyzing, 7 (2.6%) evaluating, and 7 (2.6%) creating. The total number of activities that included to HOTS are 42 activities or 15.5% and the activities that included to LOTS are 229 activities or 84.5%. The most dominant activity was remembering which the lowest dimension of cognitive level of Revised Bloom Taxonomy. Then, the number of LOTS and HOTS activities in each chapter are very different. Hence, it is not enough if the teacher just only uses the English textbook as a teaching tool to improve students HOTS ability.

Learning-by-Teaching Without Audience Presence or Interaction: When and Why Does it Work?

Teaching the contents of study materials by providing explanations to fellow students can be a beneficial instructional activity. A learning-by-teaching effect can also occur when students provide explanations to a real, remote, or even fictitious audience that cannot be interacted with. It is unclear, however, which underlying mechanisms drive learning by non-interactive teaching effects and why several recent studies did not replicate this effect. This literature review aims to shed light on when and why learning by non-interactive teaching works. First, we review the empirical literature to comment on the different mechanisms that have been proposed to explain why learning by non-interactive teaching may be effective. Second, we discuss the available evidence regarding potential boundary conditions of the non-interactive teaching effect. We then synthesize the available empirical evidence on processes and boundary conditions to provide a preliminary theoretical model of when and why non-interactive teaching is effective. Finally, based on our model of learning by non-interactive teaching, we outline several promising directions for future research and recommendations for educational practice.

Pedagogical Conditions of Media Education in Primary School

The media and its use in the educational process, which has global importance, are the twenty-first century's challenge. In the pedagogical process, media education is addressed to each child within the context of any subject, ensuring the academic subject's required objectives and successful instructional activity, as well as the final results. Media is a tool in the pedagogical process for early learning games, aesthetic education, language skills, and mathematics, religion or ethics. It is not enough to have the developed equipment to use the media. In elementary school, the classroom equipped with appropriate media is more attractive for the students; it will facilitate the educational, developing and upbringing process and make it more stimulating. For the development of imagination, creativity, and independent search skills in elementary school, the supervised use of media during the educational process is particularly important. The media equipment is selected in accordance with the secondary school's curriculum, with targets set and the experience evaluated regularly. The controlled use of technological equipment is necessary in this case. Students' cognitive and artistic skills might be harmed by excessive media use in elementary school. It is justified that today's primary school students are extremely informed due to the media, their thinking skills are more developed. Today, there is a need for parent-teacher support processes for the child, strict content control, and pedagogical guidance from computer & Internet prevention. The use of technologies in the educational process is one of the urgent problems of modern pedagogy. The introduction of media technology in primary school has both advantages and disadvantages. Media education helps students navigate the information. They contribute to the development of positive motivation for learning, activate the cognitive, research and creative activities of younger schoolchildren, but can harm their health and negatively affect their worldview. The fact is that the 21st century is the age of high technologies. Therefore, education, which provides a high level of general knowledge, should be replaced by education focused on the creative development of each student's personality. Therefore, today it is necessary to revise the content of higher education, methods and types of education, that is, to apply pedagogical innovation.

Computer-mediated instruction using ondoku practice for developing elementary school students’ pronunciation skills

This article reports on an elementary school teacher’s research project that evaluated a new teaching practice for Japanese elementary school students. The project was conducted in two fifth-grade classes comprising a total of 59 students. The teacher-researcher designed a computer-mediated instructional activity consisting of four-steps called ondoku, which engaged individual students in reading a given story aloud. It involved the students (a) studying a model reading-aloud video, (b) video-recording their own reading-aloud performance, (c) receiving teacher corrective feedback on their pronunciation and (d) studying the feedback and recording and hen submitting a second performance. All the steps were carried out in sequence using individual iPads. The teacher also administered a questionnaire to examine students’ engagement in and perspectives regarding the activity. Analysis involved comparing the pronunciation in the first and second corrected video files. The results showed that feedback led to successful repair 62 times out of the 108 corrections. In 16 instances, the students were aware of the error and attempted repair but still produced an incorrect utterance. In 30 instances, the students made no repair. Reflecting on the results and the students’ responses to the questionnaire, the teacher proposed some changes to the activity.

CONCEPTUAL ANALYSIS OF EVIDENCE IN CIVIL PROCEEDINGS

Summary This article focuses on a dogmatic reflection on the concept and function of evidence in civil proceedings. To this end, it addresses evidence as the object of instruction as well as a number of problems associated with the burden of proof. This analysis also deals with the dialectics between the burden of proof and the burden of claim. The reflection we propose on the concetual basis of the evidence also covers questions relating to the instructional activity, the value of the evidence, the binding force of the means of proof and its limitations. From the theoretical framework described, it is also fundamental to proceed to the methodological classification of the test, also questioning its extra procedural value, always seeking to find foundations in the principles underlying the instructional activity. Key words: civil procedure, proof, instruction, allegation.

TEACHERS’ PERCEPTIONS ON ADOPTING E-LEARNING DURING COVID-19 OUTBREAKS; ADVANTAGES, DISADVANTAGES, SUGGESTIONS

This study is to know the teachers' perception of adopting a virtual classroom during a pandemic and discover the conveniences, obstacles, and suggestions when e-learning is being carried out. Sort of this research was qualitative using descriptive method. The method of choosing respondents used convenience sampling. Data collection used questionnaires and open-ended questions. Junior and senior high school teachers in North Maluku were respondents in this research. The subjects of this study were 92 respondents. To analyze the data using SPSS 17. Based on the finding, it found that majority of the teachers used several platforms for online home study during the lockdown. Either Single types of platforms or mixed e-learning was used to gain maximum results in instructional activity. Nine list advantages were addressed on e-learning; in the contrary, it also produced seven barriers. Additionally, the educators offered attractive and innovative ideas to tackle numerous obstacles among educators, students, and educational institutions

New Era of Education: Incorporating Machine Teachers into Education

This editorial briefly discusses the potential of machine agents in education that can assist in creating more positive and meaningful teaching and learning environments. Then, it introduces three articles, two empirical research studies and one research-based instructional activity, compromising a special section on “Machine Teachers in Education” of Journal of Communication Pedagogy. Collectively, these articles help us better understand the role of machines in education and facilitate intellectual dialogues

Using Digital Games in Virtual Classrooms to Make Attitudinal Learning Motivating and Engaging

The COVID-19 global pandemic has made it difficult for schools to conduct in-person learning, pushing educators to think innovatively to create digital classrooms and engage K-12 learners. This chapter will provide best practices and pedagogical reasoning into the use of digital game-based learning (DGBL) for attitudinal instruction in virtual classrooms of middle and high school students. When it comes to teaching socio-scientific topics, providing cognitive knowledge is not the only goal of education. Young learners need to develop appropriate attitudes and behaviors to ensure the holistic development of their personality. This is where DGBL has been found to be an effective instructional activity. Although the focus of this chapter is on using DGBL in environmental sustainability education, it provides implications that are applicable to other socio-scientific topics as well.

Characterizing change in students' self-assessments of understanding when engaged in instructional activities

Students’ abilities to self-assess their understanding can influence their learning and academic performance. Different factors, such as performance level, have been shown to relate to student self-assessment. In this study, hierarchical linear modeling was used to identify factors and quantify their effects on the changes observed in chemistry students’ self-assessed understanding when engaging in instructional activity. This study replicates and expands on previous findings regarding performance by showing that the worse students performed on a task, the more likely they were to lower their self-assessed understanding after that activity. Task difficulty was found to be a significant effect on change in students' self assessments with students being more likely to lower their self-assessed understanding after a more difficult task and raise it following an easier task independent of performance. Perceived comparative understanding (how students thought they compared to their surrounding peers) was also found to be a significant effect. Students who later reported their understanding to be lower than their peers, as compared to those who later reported their understanding to be about the same as their peers, were observed to have lowered their self-assessed understanding. Actual comparative performance (difference in performance of the student to their surrounding peers), gender, and feedback were not found to be significant effects on change in students’ self-assessed understanding. The results of this investigation may inform instructors on how their instructional decisions differentially impact changes in students’ judgements about their understanding.