Abstract: Reticence is a prominent and complex phenomenon
which occurs in foreign language classrooms and influences students’
oral passivity. The present study investigated the extent in which
students experience reticence in the EFL classrooms and explored the
underlying factors triggering reticence. The participants were 104
Iranian freshmen undergraduate male and female EFL students, who
enrolled in listening and speaking courses, all majoring in English
studying at Islamic Azad University Isfahan (Khorasgan) Branch and
University of Isfahan, Isfahan, Iran. To collect the data, the Reticence
Scale-12 (RS-12) questionnaire which measures the level of reticence
consisting of six dimensions (anxiety, knowledge, timing,
organization, skills, and memory) was administered to the
participants. The statistical analyses showed that the reticent level
was high among the Iranian EFL undergraduate students, and their
major problems were feelings of anxiety and delivery skills.
Moreover, the results revealed that factors such as low English
proficiency, the teaching method, and lack of confidence contributed
to the students’ reticence in Iranian EFL classrooms. It can be
implied that language teachers’ awareness of learners’ reticence can
help them choose more appropriate activities and provide a friendly
environment enhancing hopefully more effective participation of EFL
learners. The findings can have implications for EFL teachers,
learners and policy makers.
Abstract: Students' academic achievement, along with the
effects of different variables, has been a serious concern of educators
since long ago. This study was an attempt to investigate the interplay
of Locus of Control (LOC), academic achievement and biological
variables among Iranian online EFL Learners. The participants of the
study included 100 students of different age groups and genders
studying English online at Iran Language Institute (ILI), Isfahan,
Iran. The instrument used was Trice Academic LOC questionnaire
which identifies orientations of internality or externality. The
participants' Grade Point Averages (GPAs) were used as the measure
of their academic achievement. A series of independent samples ttests
were performed on the data. The results of the study showed that
(a) there were no significant differences between male and female
participants in LOC orientation, (b) there was no relationship
between LOC and academic achievement among internal males and
females, (c) external females were better achievers than external
males, (d) and the age had no significant relationship with LOC and
academic achievement. It can be concluded that the social, cultural
patterns of genders have changed. This study might help sociologists
and psychologists as well as applied linguists in that they reflect the
recent social changes and their effects on the LOC and their
consequent implications in teaching languages.
Abstract: This article presents our prototype MASET (Multi
Agents System for E-Tutoring Learners engaged in online
collaborative work). MASET that we propose is a system which
basically aims to help tutors in monitoring the collaborative work of
students and their various interactions. The evaluation of such
interactions by the tutor is based on the results provided by the
automatic analysis of the interaction indicators. This system is
predicated upon the middleware JADE (Java Agent Development
Framework) and e-learning Moodle platform. The MASET
environment is modeled by AUML which allows structuring the
different interactions between agents for the fulfillment and
performance of online collaborative work. This multi-agent system
has been the subject of a practical experimentation based on the
interactions data between Master Computer Engineering and System
students.
Abstract: The Speexx results revealed four main factors
affecting the success of 190 Thai sophomores as follows: 1) Future
English training should be pursued in applied Speexx development.
2) Thai students didn’t see the benefit of having an Online Language
Training Program. 3) There is a great need to educate the next
generation of learners on the benefits of Speexx within the
community. 4) A great majority of Thai Sophomores didn't know
what Speexx was.
A guideline for self-reliance planning consisted of four aspects: 1)
Development planning: by arranging groups to further improve
English abilities with the Speexx Language Training program and
encourage using Speexx into every day practice. Local communities
need to develop awareness of the usefulness of Speexx and share the
value of using the program among family and friends. 2) Humanities
and Social Science staff should develop skills using this Online
Language Training Program to expand on the benefits of Speexx
within their departments. 3) Further research should be pursued on
the Thai Students progression with Speexx and how it helps them
improve their language skills with Business English. 4) University’s
and Language centers should focus on using Speexx to encourage
learning for any language, not just English.
Abstract: Big Data and analytics have gained a huge momentum
in recent years. Big Data feeds into the field of Learning Analytics
(LA) that may allow academic institutions to better understand the
learners’ needs and proactively address them. Hence, it is important
to have an understanding of Big Data and its applications. The
purpose of this descriptive paper is to provide an overview of Big
Data, the technologies used in Big Data, and some of the applications
of Big Data in education. Additionally, it discusses some of the
concerns related to Big Data and current research trends. While Big
Data can provide big benefits, it is important that institutions
understand their own needs, infrastructure, resources, and limitation
before jumping on the Big Data bandwagon.
Abstract: This study attempts to elicit the perceptions and
attitudes of EFL learners of the Preparatory Year Program at KSU
towards dialogue journal writing as an EFL learning strategy. The
descriptive research design used incorporated both qualitative and
quantitative instruments to accomplish the objectives of the study. A
learners’ attitude questionnaire and follow-up interviewswith learners
from a randomly selected representative sample of the participants
were employed. The participants were 55 female Saudi university
students in the Preparatory Year Program at King Saud University.
The analysis of the results indicated that the PYP learners had highly
positive attitudes towards dialogue journal writing in their EFL
classes and positive perceptions of the benefits of the use of dialogue
journal writing as an EFL learning strategy. The results also revealed
that dialogue journals are considered an effective EFL learning
strategy since they fulfill various needs for both learners and
instructors. Interestingly, the analysis of the results also revealed that
Saudi university level students tend to write about personal topics in
their dialogue journals more than academic ones.
Abstract: This article is to review and understand the new
generation of students to understand their expectations and attitudes.
There are a group of students on school projects, creative work,
educational software and digital signal source, the use of social
networking tools to communicate with friends and a part in the
competition. Today's students have been described as the new
millennium students. They use information and communication
technology in a more creative and innovative at home than at school,
because the information and communication technologies for
different purposes, in the home, usually occur in school. They
collaborate and communicate more effectively when they are at
home. Most children enter school, they will bring about how to use
information and communication technologies, some basic skills and
some tips on how to use information and communication technology
will provide a more advanced than most of the school's expectations.
Many teachers can help students, however, still a lot of work,
"tradition", without a computer, and did not see the "new social
computing networks describe young people to learn and new ways of
working life in the future", in the education system of the benefits of
using a computer.
Abstract: This research study is an exploration of the selfdirected
professional development of teachers who teach in public
schools in an era of democracy and educational change in South
Africa. Amidst an ever-changing educational system, the teachers in
this study position themselves as self-directed teacher-learners where
they adopt particular learning practices which enable change within
the broader discourses of public schooling. Life-story interviews
were used to enter into the private and public spaces of five teachers
which offer glimpses of how particular systems shaped their
identities, and how the meanings of self-directed teacher-learner
shaped their learning practices. Through the Multidimensional
Framework of Analysis and Interpretation the teachers’ stories were
analysed through three lenses: restorying the field texts - the self
through story; the teacher-learner in relation to social contexts, and
practices of self-directed learning. This study shows that as teacherlearners
learn for change through self-directed learning practices,
they develop their agency as transformative intellectuals, which is
necessary for the reworking of South African public schools.
Abstract: An exploration of the related literature reveals that all
instruction methods aim at training autonomous learners. After the
turn of second language pedagogy toward learner-oriented strategies,
learners’ needs were more focused. Yet; the historical, social and
political aspects of learning were still neglected. The present study
investigates the notion of autonomous learning and explains its
various facets from a pedagogical point of view. Furthermore;
different elements, fields and scopes of autonomous learning will be
explored. After exploring different aspects of autonomy, it is
postulated that liberatory autonomy is highlighted since it not only
covers social autonomy but also reveals learners’ capabilities and
human potentials. It is also recommended that learners consider
different elements of autonomy such as motivation, knowledge,
confidence, and skills.
Abstract: Web-based Cognitive Writing Instruction (WeCWI)’s
contribution towards language development can be divided into
linguistic and non-linguistic perspectives. In linguistic perspective,
WeCWI focuses on the literacy and language discoveries, while the
cognitive and psychological discoveries are the hubs in non-linguistic
perspective. In linguistic perspective, WeCWI draws attention to free
reading and enterprises, which are supported by the language
acquisition theories. Besides, the adoption of process genre approach
as a hybrid guided writing approach fosters literacy development.
Literacy and language developments are interconnected in the
communication process; hence, WeCWI encourages meaningful
discussion based on the interactionist theory that involves input,
negotiation, output, and interactional feedback. Rooted in the elearning
interaction-based model, WeCWI promotes online
discussion via synchronous and asynchronous communications,
which allows interactions happened among the learners, instructor,
and digital content. In non-linguistic perspective, WeCWI highlights
on the contribution of reading, discussion, and writing towards
cognitive development. Based on the inquiry models, learners’
critical thinking is fostered during information exploration process
through interaction and questioning. Lastly, to lower writing anxiety,
WeCWI develops the instructional tool with supportive features to
facilitate the writing process. To bring a positive user experience to
the learner, WeCWI aims to create the instructional tool with
different interface designs based on two different types of perceptual
learning style.
Abstract: Passing the entrance exam to a university is a major
step in one's life. University entrance exam commonly known as
Kankor is the nationwide entrance exam in Afghanistan. This
examination is prerequisite for all public and private higher education
institutions at undergraduate level. It is usually taken by students who
are graduated from high schools. In this paper, we reflect the major
educational school graduates issues and propose ICT-based test
preparation environment, known as ‘Online Kankor Exam Prep
System’ to give students the tools to help them pass the university
entrance exam on the first try. The system is based on Intelligent
Tutoring System (ITS), which introduced an essential package of
educational technology for learners that features: (I) exam-focused
questions and content; (ii) self-assessment environment; and (iii) test
preparation strategies in order to help students to acquire the necessary
skills in their carrier and keep them up-to-date with instruction.
Abstract: Science and technology has a major impact on many
societal domains such as communication, medicine, food,
transportation, etc. However, this dominance of modern technology
can have a negative unintended impact on indigenous systems, and in
particular on indigenous foods. This problem serves as a motivation
to this study whose aim is to examine the perceptions of learners on
the usefulness of Information and Communication Technologies
(ICTs) for learning about indigenous foods. This aim will be
subdivided into two types of research objectives. The design and
identification of theories and models will be achieved using literature
content analysis. The objective on the empirical testing of such
theories and models will be achieved through the survey of
Hospitality studies learners from different schools in the iLembe and
Umgungundlovu Districts of the South African Kwazulu-Natal
province. SPSS is used to quantitatively analyze the data collected by
the questionnaire of this survey using descriptive statistics and
Pearson correlations after the assessment of the validity and the
reliability of the data. The main hypothesis behind this study is that
there is a connection between the demographics of learners, their
perceptions on the usefulness of ICTs for learning about indigenous
foods, and the following personality and eLearning related theories
constructs: Computer self-efficacy, Trust in ICT systems, and
Conscientiousness; as suggested by existing studies on learning
theories. This hypothesis was fully confirmed by the survey
conducted by this study except for the demographic factors where
gender and age were not found to be determinant factors of learners’
perceptions on the usefulness of ICTs for learning about indigenous
foods.
Abstract: In EFL programs, rating scales used in writing
assessment are often constructed by intuition. Intuition-based scales
tend to provide inaccurate and divisive ratings of learners’ writing
performance. Hence, following an empirical approach, this study
attempted to develop a rating scale for elementary-level writing at an
EFL program in Saudi Arabia. Towards this goal, 98 students’ essays
were scored and then coded using comprehensive taxonomy of
writing constructs and their measures. An automatic linear modeling
was run to find out which measures would best predict essay scores.
A nonparametric ANOVA, the Kruskal-Wallis test, was then used to
determine which measures could best differentiate among scoring
levels. Findings indicated that there were certain measures that could
serve as either good predictors of essay scores or differentiators
among scoring levels, or both. The main conclusion was that a rating
scale can be empirically developed using predictive and
discriminative statistical tests.
Abstract: Learner motivation is considered to be an important
component for the Blended e-Learning (BL) Method. BL is an
effective learning method in multiple domains, which opens several
opportunities for its participants to engage in the learning
environment. This research explores the learners’ perspective of BL
according to the Self-Determination Theory (SDT). It identifies the
opportunities and challenges for using the BL in Logistics Education
(LE) in Egyptian Higher Education (HE). SDT is approached from
different perspectives within the relationship between Intrinsic
Motivation (IM), Extrinsic Motivation (EM) and Amotivation (AM).
A self-administered face-to-face questionnaire was used to collect
data from learners who were geographically widely spread around
three colleges of International Transport and Logistics (CILTs) at the
Arab Academy for Science, Technology and Maritime Transport
(AAST&MT) in Egypt. Six hundred and sixteen undergraduates
responded to a questionnaire survey. Respondents were drawn from
three branches in Greater Cairo, Alexandria, and Port Said. The data
analysis used was SPSS 22 and AMOS 18.
Abstract: The paper follows a discourse on computer-assisted
language learning. We examine problems of foreign language
teaching and learning and introduce a metamodel that can be used to
define learning models of language grammar structures in order to
support teacher/student interaction. Special attention is paid to the
concept of a virtual language lab. Our approach to language
education assumes to encourage learners to experiment with a
language and to learn by discovering patterns of grammatically
correct structures created and managed by a language expert.
Abstract: This paper discusses about the findings of preliminary
survey on MATLAB software learning among power electronics
students. One of the main focuses of power electronics course is on
DC to DC boost convertors, because boost convertors are generally
used in different industrial and non industrial applications. Population
samples of this study were randomly selected final year bachelor of
electronics and electrical engineering students from University Tun
Hussein Onn Malaysia (UTHM).As per the results from the survey
questioner analysis, almost eighty percent students are facing
problem and difficulties in Dc to Dc boost convertors experimental
understanding without using MATLAB simulink package. As per
finding of this study it is clear that MATLAB play an effective and
efficient function for better understanding of boost convertors
experimental work among power electronics learners.
Abstract: The use of information and communication
technologies such as computers, mobile phones and the Internet is
becoming prevalent in today’s world; and it is facilitating access to a
vast amount of data, services and applications for the improvement of
people’s lives. However, this prevalence of ICTs is hampered by the
problem of low income levels in developing countries to the point
where people cannot timeously replace or repair their ICT devices
when damaged or lost; and this problem serves as a motivation for
this study whose aim is to examine the perceptions of teachers on the
reliability of cellphones when used for teaching and learning
purposes. The research objectives unfolding this aim are of two
types: Objectives on the selection and design of theories and models,
and objectives on the empirical testing of these theories and models.
The first type of objectives is achieved using content analysis in an
extensive literature survey: and the second type of objectives is
achieved through a survey of high school teachers from the ILembe
and UMgungundlovu districts in the KwaZulu-Natal province of
South Africa. Data collected from this questionnaire based survey is
analysed in SPSS using descriptive statistics and Pearson correlations
after checking the reliability and validity of the questionnaires. The
main hypothesis driving this study is that there is a relationship
between the demographics and the attribution identity of teachers on
one hand, and their perceptions on the reliability of cellphones on the
other hand, as suggested by existing literature; except that attribution
identities are considered in this study under three angles: intention,
knowledge and ability, and action. The results of this study confirm
that the perceptions of teachers on the reliability of cellphones for
teaching and learning are affected by the school location of these
teachers, and by their perceptions on learners’ cellphones usage
intentions and actual use.
Abstract: Lately, asynchronous discussion forum is integrated in
higher educational institutions as it may increase learning process,
learners’ understanding, achievement and knowledge construction.
The asynchronous discussion forum is used to complement the
traditional, face-to-face learning session in hybrid learning courses.
However, studies have proven that students’ engagement in online
forums is still unconvincing. Thus, the aim of this study is to
investigate the motivating factors and obstacles that affect the
learners’ engagement in asynchronous discussion forum. This study
is carried out in one of the public higher educational institutions in
Malaysia with 18 postgraduate students as samples. The authors have
developed a 40-items questionnaire based on literature review. The
results indicate several factors that have encouraged or limited
students’ engagement in asynchronous discussion forum: (a) the
practices or behaviors of peers, or instructors, (b) the needs for the
discussions, (c) the learners’ personalities, (d) constraints in
continuing the discussion forum, (e) lack of ideas, (f) the level of
thoughts, (g) the level of knowledge construction, (h) technical
problems, (i) time constraints and (j) misunderstanding. This study
suggests some recommendations to increase the students’
engagement in online forums. Finally, based upon the findings, some
implications are proposed for further research.
Abstract: Age ratings are very helpful in providing parents with
relevant information for the purchase and use of digital technologies
by the children; this is why the non-definition of age ratings for the
use of ICTs by children in schools is a major concern; and this
problem serves as a motivation for this study whose aim is to
examine the factors affecting the perceptions of educators on the
learners’ youngest age for the introduction of ICTs in schools. This
aim is achieved through two types of research objectives: the
identification and design of theories and models on age ratings, and
the empirical testing of such theories and models in a survey of
educators from the Camperdown district of the South African
KwaZulu-Natal province. A questionnaire is used for the collection
of the data of this survey whose validity and reliability is checked in
SPSS prior to its descriptive and correlative quantitative analysis. The
main hypothesis supporting this research is the association between
the demographics of educators, their personality, and their
perceptions on the learners’ youngest age for the introduction of ICTs
in schools; as claimed by existing research; except that the present
study looks at personality from three dimensions: self-actualized
personalities, fully functioning personalities, and healthy
personalities. This hypothesis was fully confirmed by the empirical
study conducted by this research except for the demographic factor
where only the educators’ grade or class was found to be associated
with the personality of educators.
Abstract: The main aim of this research was to investigate the
perspectives of English language teachers and learners on the effect
of test techniques on reading comprehension, test performance and
assessment. The research has also aimed at finding the differences
between teacher and learner perspectives, specifying the test
techniques which have the highest effect, investigating the other
factors affecting reading comprehension, and comparing the results
with the similar studies. In order to achieve these objectives,
perspectives and findings of different researchers were reviewed, two
different questionnaires were prepared to collect data for the
perspectives of teachers and learners, the questionnaires were applied
to 26 learners and 8 teachers from the University of Batna (Algeria),
and quantitative and qualitative data analysis of the results were
done. The results and analysis of the results show that different test
techniques affect reading comprehension, test performance and
assessment at different percentages rates.