Abstract: Prior literature in the field of adaptive and
personalized learning sequence in e-learning have proposed and
implemented various mechanisms to improve the learning process
such as individualization and personalization, but complex to
implement due to expensive algorithmic programming and need of
extensive and prior data. The main objective of personalizing
learning sequence is to maximize learning by dynamically selecting
the closest teaching operation in order to achieve the learning
competency of learner. In this paper, a revolutionary technique has
been proposed and tested to perform individualization and
personalization using modified reversed roulette wheel selection
algorithm that runs at O(n). The technique is simpler to implement
and is algorithmically less expensive compared to other revolutionary
algorithms since it collects the dynamic real time performance matrix
such as examinations, reviews, and study to form the RWSA single
numerical fitness value. Results show that the implemented system is
capable of recommending new learning sequences that lessens time
of study based on student's prior knowledge and real performance
matrix.
Abstract: Experience is what makes a man perfect. Though we
tend to learn many a different things in life through practice still we
need to go an extra mile to gain experience which would be profitable
only when it is integrated with regular practice. A clear phenomenal
idea is that every teacher is a learner. The centralized idea of this paper would focus on the integrated
practices carried out among the students of Jizan University which
enhances learning through experiences. Integrated practices like
student-directed activities, balanced curriculum, phonological based
activities and use of consistent language would enlarge the vision and
mission of students to earn experience through learning. Students
who receive explicit instruction and guidance could practice the skills
and strategies through student-directed activities such as peer tutoring
and cooperative learning. The second effective practice is to use
consistent language. Consistent language provides students a model
for talking about the new concepts which also enables them to
communicate without hindrances. Phonological awareness is an
important early reading skill for all students. Students generally have
phonemic awareness in their home language can often transfer that
knowledge to a second language. And also a balanced curriculum
requires instruction in all the elements of reading. Reading is the
most effective skill when both basic and higher-order skills are
included on a daily basis. Computer based reading and listening skills
will empower students to understand language in a better way.
English language learners can benefit from sound reading instruction
even before they are fully proficient in English as long as the
instruction is comprehensible. Thus, if students have to be well
equipped in learning they should foreground themselves in various
integrated practices through multifarious experience for which
teachers are moderators and trainers. This type of learning prepares
the students for a constantly changing society which helps them to
meet the competitive world around them for better employability
fulfilling the vision and mission of the institution.
Abstract: The use of information technology in education have
changed not only the learners learning style but also the way they
taught, where nowadays learners are connected with diversity of
information sources with means of knowledge available everywhere.
The advantage of network wireless technologies and mobility
technologies used in the education and learning processes lead to
mobile learning as a new model of learning technology. Currently,
most of mobile learning applications are developed for the formal
education and learning environment. Despite the long history and
large amount of research on mobile learning and instruction design
model still there is a need of well-defined process in designing
mobile learning applications. Based on this situation, this paper
emphasizes on identifying instruction design phase’s considerations
and influencing factors in developing mobile learning application.
This set of instruction design steps includes analysis, design,
development, implementation, evaluation and continuous has been
built from a literature study, with focus on standards for learning,
mobile application software quality and guidelines. The effort is part
of an Omani-funded research project investigating the development,
adoption and dissemination of mobile learning in Oman.
Abstract: Research has shown that techno-entrepreneurship is
economically significant. Therefore, it is suggested that teaching
techno-entrepreneurship may be important because such programmes
would prepare current and future generations of learners to recognise
and act on high-technology opportunities. Education in technoentrepreneurship
may increase the knowledge of how to start one’s
own enterprise and recognise the technological opportunities for
commercialisation to improve decision-making about starting a new
venture; also it influence decisions about capturing the business
opportunities and turning them into successful ventures. Universities
can play a main role in connecting and networking technoentrepreneurship
students towards a cooperative attitude with real
business practice and industry knowledge. To investigate and answer
whether education for techno-entrepreneurs really helps, this paper
choses a comparison of literature reviews as its method of research.
After reviewing literature related to the impact of technoentrepreneurship
education on self-employment 6 studies which had
similar aim and objective to this paper were. These particular papers
were selected based on a keywords search and as their aim,
objectives, and gaps were close to the current research. In addition,
they were all based on the influence of techno-entrepreneurship
education in self-employment and intention of students to start new
ventures. The findings showed that teaching techno-entrepreneurship
education may have an influence on students’ intention and their
future self-employment, but which courses should be covered and the
duration of programmes, needs further investigation.
Abstract: New and more powerful communications technologies
continue to emerge at a rapid pace and their uses in education are
widespread and the impact remarkable in the developing societies.
This study investigates Mobile Collaboration Learning Technique
(MCLT) on learners’ outcome among students in tertiary institutions
of developing nations (a case of Nigeria students). It examines the
significance of retention achievement scores of students taught using
mobile collaboration and conventional method. The sample consisted
of 120 students using Stratified random sampling method. Five
research questions and hypotheses were formulated, and tested at
0.05 level of significance. A student achievement test (SAT) was
made of 40 items of multiple-choice objective type, developed and
validated for data collection by professionals. The SAT was
administered to students as pre-test and post-test. The data were
analyzed using t-test statistic to test the hypotheses. The result
indicated that students taught using MCLT performed significantly
better than their counterparts using the conventional method of
instruction. Also, there was no significant difference in the post-test
performance scores of male and female students taught using MCLT.
Based on the findings, the following submissions was made that:
Mobile collaboration system be encouraged in the institutions to
boost knowledge sharing among learners, workshop and training
should be organized to train teachers on the use of this technique,
schools and government should consistently align curriculum
standard to trends of technological dictates and formulate policies
and procedures towards responsible use of MCLT.
Abstract: The study focused on the analysis of the Adjusted
Rorschach Comprehensive System’s responses. The objective of this
study is to analyse the participants’ response rate of the Adjusted
Rorschach Comprehensive System with regards to critical
psychology approach. The use of critical psychology theory in this
study was crucial because it responds to the current inadequate
western theory or practice in the field of psychology. The study
adopted a qualitative approach and a case study design. The study
was grounded on interpretivist paradigm. The sample size comprised
six learners (three boys and three girls, aged of 14 years) from
historically disadvantaged school in the Western Cape, South Africa.
The Adjusted Rorschach Comprehensive System (ARCS)
administration procedure, biographical information, semi-structured
interviews, and observation were used to collect data. Data was
analysed using thematic framework. The study found out that, factors
that increased the response rates during the administration of ARCS
were, language, seating arrangement, drawing, viewing, and
describing. The study recommended that, psychological test
designers take into consideration the philosophy or worldviews of the
local people for whom the test is designed to minimize low response
rates.
Abstract: This paper explores and provides substantiated
evidence on the usage patterns of Information and Communication
Technologies (ICTs) by female users at Vhembe District in Limpopo-
Province, South Africa. The study presents a comprehensive picture
on the usage of ICTs from female users’ perspective. The
significance of this study stems from the need to assess the role,
relevance and usage patterns of ICTs such as smartphones,
computers, laptops, and iPods, the internet and social networking
sites among females following the developments of new media
technologies in society. The objective of the study is to investigate
the usability and accessibility of ICTs to empower female users in
South Africa. The study used quantitative and qualitative research
methods to determine the major ideas, perceptions and usage patterns
of ICTs by users. Data collection involved the use of structured selfadministered
questionnaire from two groups of respondents who
participated in this study. Thus, (n=50) female students at the
University of Venda provided their ideas and perceptions about the
usefulness and usage patterns of ICTs such as smartphones, the
Internet and computers at the university level, whereas, the second
group were (n=50) learners from Makhado Comprehensive School
who provided their perceptions and ideas about the use of ICTs at the
high school level. The researcher also noted that the findings of the
study were useful as a guideline and model for ICT intervention that
could work as an empowerment to women in South Africa. It was
observed that the central purpose of ICTs among female users was to
search for information regarding assignment writing, conducting
research, dating, exchanging ideas and networking with friends and
relatives. This was demonstrated by a high number of females who
used ICTs for e-learning (62%) and social purposes (85%).
Therefore, the study revealed that most females used ICTs for social
purposes and accessing the internet rather than for entertainment, a
gesture that provides an opportune space to empower rural women in
South Africa.
Abstract: This study investigated the impact of inflectional and derivational morphemic analysis awareness on ESL secondary school students’ vocabulary learning strategy. The quasi-experimental study was conducted with 106 low proficiency secondary school students in two experimental groups (inflectional and derivational) and one control group. The students’ vocabulary acquisition was assessed through two measures: Morphemic Analysis Test and Vocabulary- Morphemic Test in the pretest and posttest before and after an intervention programme. Results of ANCOVA revealed that both the experimental groups achieved a significant score in Morphemic Analysis Test and Vocabulary-Morphemic Test. However, the inflectional group obtained a fairly higher score than the derivational group. Thus, the results indicated that ESL low proficiency secondary school students performed better on inflectional morphemic awareness as compared to derivatives. The results also showed that the awareness of inflectional morphology contributed more on the vocabulary acquisition. Importantly, learning inflectional morphology can help ESL low proficiency secondary school students to develop both morphemic awareness and vocabulary gain. Theoretically, these findings show that not all morphemes are equally useful to students for their language development. Practically, these findings indicate that morphological instruction should at least be included in remediation and instructional efforts with struggling learners across all grade levels, allowing them to focus on meaning within the word before they attempt the text in large for better comprehension. Also, by methodologically, by conducting individualized intervention and assessment this study provided fresh empirical evidence to support the existing literature on morphemic analysis awareness and vocabulary learning strategy. Thus, a major pedagogical implication of the study is that morphemic analysis awareness strategy is a definite boon for ESL secondary school students in learning English vocabulary.
Abstract: The Multiple Intelligences theory characterizes human
intelligence as a multifaceted entity that exists in all human beings
with varying degrees. The most important contribution of this theory
to the field of English Language Teaching (ELT) is its role in
identifying individual differences and designing more learnercentered
programs. The present study aims at investigating the
relationship between different elements of multiple intelligence and
grammar scores. To this end, 63 female Iranian EFL learner selected
from among intermediate students participated in the study. The
instruments employed were a Nelson English language test, Michigan
Grammar Test, and Teele Inventory for Multiple Intelligences
(TIMI). The results of Pearson Product-Moment Correlation revealed
a significant positive correlation between grammatical accuracy and
linguistic as well as interpersonal intelligence. The results of
Stepwise Multiple Regression indicated that linguistic intelligence
contributed to the prediction of grammatical accuracy.
Abstract: The aim of this work was to characterize a potential
target group of people interested in participating into a training
program in organic farming in the context of mobile-learning. The
information sought addressed in particular, but not exclusively,
possible contents, formats and forms of evaluation that will
contribute to define the course objectives and curriculum, as well as
to ensure that the course meets the needs of the learners and their
preferences. The sample was selected among different European
countries. The questionnaires were delivered electronically for
answering on-line and in the end 135 consented valid questionnaires
were obtained. The results allowed characterizing the target group
and identifying their training needs and preferences towards m-learning
formats, giving valuable tools to design the training offer.
Abstract: This study integrates a larger research empirical
project that examines second language (SL) learners’ profiles and
valid procedures to perform complete and diagnostic assessment in
schools. 102 learners of Portuguese as a SL aged 7 and 17 years
speakers of distinct home languages were assessed in several
linguistic tasks. In this article, we focused on writing performance in
the specific task of narrative essay composition. The written outputs
were measured using the score in six components adapted from an
English SL assessment context (Alberta Education): linguistic
vocabulary, grammar, syntax, strategy, socio-linguistic, and
discourse. The writing processes and strategies in Portuguese
language used by different immigrant students were analysed to
determine features and diversity of deficits on authentic texts
performed by SL writers. Differentiated performance was based on
the diversity of the following variables: grades, previous schooling,
home language, instruction in first language, and exposure to
Portuguese as Second Language. Indo-Aryan languages speakers
showed low writing scores compared to their peers and the type of
language and respective cognitive mapping (such as Mandarin and
Arabic) was the predictor, not linguistic distance. Home language
instruction should also be prominently considered in further research
to understand specificities of cognitive academic profile in a
Romance languages learning context. Additionally, this study also
examined the teachers’ representations that will be here addressed to
understand educational implications of second language teaching in
psychological distress of different minorities in schools of specific
host countries.
Abstract: Discursive practices enacted by educators in
kindergarten create a blueprint for how the educational trajectories of
students with disabilities are constructed. This two-year ethnographic
case study critically examines educators’ relationships with students
considered to present challenging behaviors in one kindergarten
classroom located in a predominantly White middle class school
district in the Northeast of the United States. Focusing on the
language and practices used by one special education teacher and
three teaching assistants, this paper analyzes how teacher responses
to students’ behaviors constructs and positions students over one year
of kindergarten education. Using a critical discourse analysis it shows
that educators understand students’ behaviors as deficit and needing
consequences. This study highlights how educators’ responses reflect
students' individual characteristics including family background,
socioeconomics and ability status. This paper offers in depth analysis
of two students’ stories, which evidenced that the language used by
educators amplifies the social positioning of students within the
classroom and creates a foundation for who they are constructed to
be. Through exploring routine language and practices, this paper
demonstrates that educators outlined a blueprint of kindergartners,
which positioned students as learners in ways that became the ground
for either a limited or a promising educational pathway for them.
Abstract: The purpose of this study is to evaluate the English
version and a Malay translation of the 21-item Learner Awareness
Questionnaire for its application to assess student learning in higher
education. The Learner Awareness Questionnaire, originally written
in English, is a quantitative measure of how and why students learn.
The questionnaire gives an indication of the process and motives to
learn using four scales: survival, establishing stability, approval and
loving to learn. Data in the present study came from 680 university
students enrolled in various programmes in Malaysia. The Malay
version of the questionnaire supported a similar four factor structure
and internal consistency to the English version. The four factors of
the Malay version also showed moderate to strong correlations with
those of the English versions. The results suggest that the Malay
version of the questionnaire is similar to the English version.
However, further refinement to the questions is needed to strengthen
the correlations between the two questionnaires.
Abstract: This paper directs attention to the limitations of the
teacher-centered strategy in teaching. The aim of this study is to draw
more educational attention to learner-centered strategy in order to
shift the emphasis from the traditional concept of teaching to a new
concept in teaching. To begin bridging the traditional concept of
teaching and the new concept, the study will explore the new concept
of teaching to support teaching in Arab World generally and in Iraq
specifically. A qualitative case study orientation was used to collect
data in the form of classroom observations, interviews and field
notes. The teaching practices used by three university instructors are
investigated and according to the findings, some explanations and
recommendations are made.
Abstract: In light of the technological development and its
introduction into the field of education, an online course was
designed in parallel to the 'conventional' course for teaching the
''Qualitative Research Methods''. This course aimed to characterize
learning-teaching processes in a 'Qualitative Research Methods'
course studied in two different frameworks. Moreover, its objective
was to explore the difference between the culture of a physical
learning environment and that of online learning. The research
monitored four learner groups, a total of 72 students, for two years,
two groups from the two course frameworks each year. The courses
were obligatory for M.Ed. students at an academic college of
education and were given by one female-lecturer. The research was
conducted in the qualitative method as a case study in order to attain
insights about occurrences in the actual contexts and sites in which
they transpire. The research tools were open-ended questionnaire and
reflections in the form of vignettes (meaningful short pictures) to all
students as well as an interview with the lecturer. The tools facilitated
not only triangulation but also collecting data consisting of voices
and pictures of teaching and learning. The most prominent findings
are: differences between the two courses in the change features of the
learning environment culture for the acquisition of contents and
qualitative research tools. They were manifested by teaching
methods, illustration aids, lecturer's profile and students' profile.
Abstract: The literature on language teaching and second
language acquisition has been largely driven by monolingual
ideology with a common assumption that a second language (L2) is
best taught and learned in the L2 only. The current study challenges
this assumption by reporting learners' positive perceptions of tertiary
level teachers' code switching practices in Vietnam. The findings of
this study contribute to our understanding of code switching practices
in language classrooms from a learners' perspective.
Data were collected from student participants who were working
towards a Bachelor degree in English within the English for Business
Communication stream through the use of focus group interviews.
The literature has documented that this method of interviewing has a
number of distinct advantages over individual student interviews. For
instance, group interactions generated by focus groups create a more
natural environment than that of an individual interview because they
include a range of communicative processes in which each individual
may influence or be influenced by others - as they are in their real
life. The process of interaction provides the opportunity to obtain the
meanings and answers to a problem that are "socially constructed
rather than individually created" leading to the capture of real-life
data. The distinct feature of group interaction offered by this
technique makes it a powerful means of obtaining deeper and richer
data than those from individual interviews. The data generated
through this study were analysed using a constant comparative
approach. Overall, the students expressed positive views of this
practice indicating that it is a useful teaching strategy. Teacher code
switching was seen as a learning resource and a source supporting
language output. This practice was perceived to promote student
comprehension and to aid the learning of content and target language
knowledge. This practice was also believed to scaffold the students'
language production in different contexts. However, the students
indicated their preference for teacher code switching to be
constrained, as extensive use was believed to negatively impact on
their L2 learning and trigger cognitive reliance on the L1 for L2
learning. The students also perceived that when the L1 was used to a
great extent, their ability to develop as autonomous learners was
negatively impacted.
This study found that teacher code switching was supported in
certain contexts by learners, thus suggesting that there is a need for
the widespread assumption about the monolingual teaching approach
to be re-considered.
Abstract: Academicians at the Arab Open University have
always voiced their concern about the efficacy of the blended
learning process. Based on 75% independent study and 25% face-toface
tutorial, it poses the challenge of the predisposition to
adjustment. Being used to the psychology of traditional educational
systems, AOU students cannot be easily weaned from being spoonfed.
Hence they lack the motivation to plunge into self-study. For
better involvement of AOU students into the learning practices, it is
imperative to diagnose the factors that impede or increase their
motivation. This is conducted through an empirical study grounded
upon observations and tested hypothesis and aimed at monitoring and
optimizing the students’ learning outcome. Recommendations of the
research will follow the findings.
Abstract: This paper participates in giving new vision and
explains the learning and acquisition processes of English language
by analyzing a certain context. Five important factors in English
language acquisition and learning are discussed and suitable solutions
are provided. The factors are compared with the learners' linguistic
background at Bisha College of Technology BCT attempting to link
the issues faced by students and the research done on similar
situations. These factors are phonology, age of acquisition,
motivation, psychology and courses of English. These factors are
very important; because they interfere and affect specific learning
processes at BCT context and general English learning situations.
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.