Abstract: This article describes the implementation of an
experimental model for teaching ICT tools and digital environments
in teachers training college. In most educational systems in the
Western world, new programs were developed in order to bridge the
digital gap between teachers and students. In spite of their
achievements, these programs are limited due to several factors: The
teachers in the schools implement new methods incorporating
technological tools into the curriculum, but meanwhile the
technology changes and advances. The interface of tools changes
frequently, some tools disappear and new ones are invented. These
conditions require an experimental model of training the pre-service
teachers. The appropriate method for instruction within the domain of
ICT tools should be based on exposing the learners to innovations,
helping them to gain experience, teaching them how to deal with
challenges and difficulties on their own, and training them. This
study suggests some principles for this approach and describes step
by step the implementation of this model.
Abstract: This research involved the use of word distributions
and morphological knowledge by speakers of Arabic learning English
connected different allomorphs in order to realize how the
morphology and syntax of English gives meaning through using
interactive crossword puzzles (ICP). Fifteen chapters covered with a
class of nine learners over an academic year of an intensive English
program were reviewed using the ICP. Learners were questioned
about how the use of this gaming element enhanced and motivated
their learning of English. The findings were positive indicating a
successful implementation of ICP both at creational and user levels.
This indicated a positive role technology had when learning and
teaching English through adopting an interactive gaming element for
learning English.
Abstract: At the Savonia University of Applied Sciences (UAS),
curriculum and studies have been improved by applying an Open
Innovation Space approach (OIS). It is based on multidisciplinary
action learning. The key elements of OIS-ideology are work-life
orientation, and student-centric communal learning. In this approach,
every participant can learn from each other and innovations will be
created. In this social innovation educational approach, all practices
are carried out in close collaboration with enterprises in real-life
settings, not in classrooms. As an example, in this paper, Savonia
UAS’s Future Food RDI hub (FF) shows how OIS practices are
implemented by providing food product development and consumer
research services for enterprises in close collaboration with
academicians, students and consumers. In particular one example of
OIS experimentation in the field is provided by a consumer research
carried out utilizing verbal analysis protocol combined with audiovisual
observation (VAP-WAVO). In this case, all co-learners were
acting together in supermarket settings to collect the relevant data for
a product development and the marketing department of a company.
The company benefitted from the results obtained, students were
more satisfied with their studies, educators and academicians were
able to obtain good evidence for further collaboration as well as
renewing curriculum contents based on the requirements of working
life. In addition, society will benefit over time as young university
adults find careers more easily through their OIS related food science
studies. Also this knowledge interaction model re-news education
practices and brings working-life closer to educational research
institutes.
Abstract: In language learning, second language learners as well
as Native speakers commit errors in their attempt to achieve
competence in the target language. The realm of collocation has to do
with meaning relation between lexical items. In all human language,
there is a kind of ‘natural order’ in which words are arranged or relate
to one another in sentences so much so that when a word occurs in a
given context, the related or naturally co-occurring word will
automatically come to the mind. It becomes an error, therefore, if
students inappropriately pair or arrange such ‘naturally’ co–occurring
lexical items in a text. It has been observed that most of the second
language learners in this research group commit collocation errors. A
study of this kind is very significant as it gives insight into the kinds
of errors committed by learners. This will help the language teacher
to be able to identify the sources and causes of such errors as well as
correct them thereby guiding, helping and leading the learners
towards achieving some level of competence in the language. The
aim of the study is to understand the nature of these errors as
stumbling blocks to effective essay writing. The objective of the
study is to identify the errors, analyze their structural compositions so
as to determine whether there are similarities between students in this
regard and to find out whether there are patterns to these kinds of
errors which will enable the researcher to understand their sources
and causes. As a descriptive research, the researcher samples some
nine hundred essays collected from three hundred undergraduate
learners of English as a second language in the Federal College of
Education, Kano, North- West Nigeria, i.e. three essays per each
student. The essays which were given on three different lecture times
were of similar thematic preoccupations (i.e. same topics) and length
(i.e. same number of words). The essays were written during the
lecture hour at three different lecture occasions. The errors were
identified in a systematic manner whereby errors so identified were
recorded only once even if they occur severally in students’ essays.
The data was collated using percentages in which the identified
numbers of occurrences were converted accordingly in percentages.
The findings from the study indicate that there are similarities as well
as regular and repeated errors which provided a pattern. Based on the
pattern identified, the conclusion is that students’ collocation errors
are attributable to poor teaching and learning which resulted in wrong
generalization of rules.
Abstract: The most crucial aspect that is closely related to vocabulary and the one that needs to be emphasized and investigated more than it has been up until now, is the ability to combine words that co-occur frequently in the language. Pedagogically, collocation is one of the error-provoking aspects in foreign language learning. This is indicative of the dire need to provide L2 learners with tools to help them improve their collocational knowledge. This paper pinpoints the role that collocations play in the English language. Furthermore, it presents pedagogical implications for ESL/EFL learners.
Abstract: The paper focuses on the distance laboratory
organisation for training the electrical engineering staff and students
in the fields of electrical drive and power electronics. To support
online knowledge acquisition and professional enhancement, new
challenges in remote education based on an active learning approach
with self-assessment have been emerged by the authors. Following
the literature review and explanation of the improved assessment
methodology, the concept and technological basis of the labs
arrangement are presented. To decrease the gap between the distance
study of the up-to-date equipment and other educational activities in
electrical engineering, the improvements in the following-up the
learners’ progress and feedback composition are introduced. An
authoring methodology that helps to personalise knowledge
acquisition and enlarge Web-based possibilities is described.
Educational management based on self-assessment is discussed.
Abstract: English like any other language is rich by means of arbitrary, conventional, symbols which lend it to lot of inconsistencies in spelling, phonology, syntax, and morphology. The research examines the irregularities prevalent in the structure and meaning of some ‘er’ lexical items in English and its implication to vocabulary acquisition. It centers its investigation on the derivational suffix ‘er’, which changes the grammatical category of word. English language poses many challenges to Second Language Learners because of its irregularities, exceptions, and rules. One of the meaning of –er derivational suffix is someone or somebody who does something. This rule often confuses the learners when they meet with the exceptions in normal discourse. The need to investigate instances of such inconsistencies in the formation of –er words and the meanings given to such words by the students motivated this study. For this purpose, some senior secondary two (SS2) students in six randomly selected schools in the metropolis were provided a large number of alphabetically selected ‘er’ suffix ending words, The researcher opts for a test technique, which requires them to provide the meaning of the selected words with- er. The marking of the test was scored on the scale of 1-0, where correct formation of –er word and meaning is scored one while wrong formation and meaning is scored zero. The number of wrong and correct formations of –er words meaning were calculated using percentage. The result of this research shows that a large number of students made wrong generalization of the meaning of the selected -er ending words. This shows how enormous the inconsistencies are in English language and how are affect the learning of English. Findings from the study revealed that though students mastered the basic morphological rules but the errors are generally committed on those vocabulary items that are not frequently in use. The study arrives at this conclusion from the survey of their textbook and their spoken activities. Therefore, the researcher recommends that there should be effective reappraisal of language teaching through implementation of the designed curriculum to reflect on modern strategies of teaching language, identification, and incorporation of the exceptions in rigorous communicative activities in language teaching, language course books and tutorials, training and retraining of teachers on the strategies that conform to the new pedagogy.
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 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: 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.