This chapter contains sections titled: Learner Student Speaker Coda Notes References.

In this paper I discuss three different ways in which we can refer to those we teach: as learner, as student or as speaker. My interest is not in any aspect of teaching but in the question whether there can be such a thing as emancipatory education. Working with ideas from Jacques Rancière I offer the suggestion that emancipatory education can be characterised as education which starts from the assumption that all students can speak. It starts from the assumption, (...) in other words, that students neither lack a capacity for speech, nor that they are producing noise. The idea of the student as a speaker is not offered as an empirical fact but as a different starting point for emancipatory education, one that positions equality at the beginning of education, not at its end. (shrink)

One crucial design characteristic of auditory texts embedded in instructional videos is the speaker gender, which has received some attention from empirical researcher in the recent years. Contrary to the theoretical assumption that similarity between the speaker’s and the learner’s gender might positively affect learning outcomes, the findings have often been mixed, showing null to contrary effects. Notwithstanding the effect on the outcomes, a closer look at how the speaker’s gender and speaker–learner similarities further determine cognitive (...) variables, such as different cognitive load types, is overdue. Moreover, on the part of the learner, the role of situational interest in the learning topic that might be gender related has been neglected so far. Therefore, this study explored the role of speaker and learner gender and their interaction regarding learning outcomes. We broaden our perspective by investigating the effects of gender-related differences concerning situational interest in the topic being taught and by determining different types of cognitive load. In a 2 (female/male speaker) × 2 (female/male learner) within- and between-subject design, 95 students learned about female and male human sexual maturity with an instructional video containing auditory explanations. Analysis results indicate that speaker gender and speaker–learner gender similarity had no impact on learning gains, situational interest, and cognitive load types. However, the results demonstrate that learner’s gender, especially for the topic of female sexual maturity, matters the most in line with the assessed variables. Compared with males, females had higher learning gains, reported higher interest in the topic, and invested more germane cognitive resources. Thus, instructional designers may want to consider learner gender-dependent interest and how it can be triggered when creating videos with auditory explanations. (shrink)

Dialogue is one of the fundamental pillars of social life and an essential means of communication. It enables individuals to express their needs, desires, feelings, positions, problems, and methods for managing various aspects of their lives. Furthermore, dialogue fosters the development of ideas and experiences, facilitating expression, creativity, and participation in a civilized society. Through dialogue, communication and interaction with others occur. This study aims to explore effective methods for teaching the Arabic language through dialogue and its application to non-native (...) speakers at the primary level at Mara University of Technology. Specifically, it will investigate whether dialogue aids students in acquiring vocabulary. Vocabulary is a crucial component of language, alongside sounds and structures. Teaching vocabulary is an essential part of foreign language programs, including Arabic. However, despite its significance, the learning and teaching of Arabic vocabulary to non-native learners face several challenges, contributing to their weaknesses in this area. Notes are statistically significant differences between two groups: those "using dialogue" and those "not using it" in learning Arabic vocabulary. (shrink)

Conversational implicatures (CIMs) are implied by the speaker in context rather than being linguistically encoded, and learners’ inability to infer the intended meaning, if not remedied through instruction (or mediation), leads to communication breakdowns. Given this premise, the current study aimed to examine effects of classroom praxis-based instruction adjusted to EFL learners’ Zone of Proximal Development (ZPD) on their comprehension of CIMs. Participants were 36 Iranian high school students in 2 classrooms, assigned to experimental and comparison groups. A 20-item (...) CIM test was administered at pretest and posttest times to collect the data. Microgenetic trajectories were also traced through audio-recorded role-plays and social interactions within the ZPD setting. ZPD-adjusted mediational instruction on CIMs was given based on a multi-level regulatory scale and a view of microgenetic development along an other-to self-regulated functioning continuum. In the non-ZPD setting, mainstream teacher-fronted instruction was employed. ANCOVA results revealed differential instructional effects in favor of the praxis-based mediational setting. Microgenetic learning episodes also portrayed how collectively-mediated, ZPD-activated learning led to L2 learners’ progressively improved comprehension of CIMs. The findings suggest that comprehension (and perhaps production) of L2 CIMs can be improved through praxis-oriented co-construction of pragmatic knowledge through collaborative engagement with communicative activity. (shrink)

Language experience shapes the gradual maturation of speech production in both native and second languages. Structural aspects like the connectedness of spontaneous narratives reveal this maturation progress in L1 acquisition and, as it does not rely on semantics, it could also reveal structural pattern changes during L2 acquisition. The current study tested whether L2 lexical retrieval associated with vocabulary knowledge could impact the global connectedness of narratives during the initial stages of L2 acquisition. Specifically, the study evaluated the relationship between (...) graph structure and L2 learners’ oral production in the L2 and L1. Seventy-nine college-aged students who were native speakers of English and had received classroom instruction in either L2-Spanish or L2-Chinese participated in this study. Three tasks were used: semantic fluency, phonemic fluency and picture description. Measures were operationalized as the number of words per minute in the case of the semantic and phonemic fluency tasks. Graph analysis was carried out for the picture description task using the computational tool SpeechGraphs to calculate connectedness. Results revealed significant positive correlations between connectedness in the picture description task and measures of speech production in the phonemic and semantic fluency tasks. These correlations were only significant for the participants’ L2- Spanish and Chinese. Results indicate that producing low connectedness narratives in L2 may be a marker of the initial stages of L2 oral development. These findings are consistent with the pattern reported in the early stages of L1 literacy. Future studies should further explore the interactions between graph structure and second language production proficiency, including more advanced stages of L2 learning and considering the role of cognitive abilities in this process. (shrink)

Motivation has been recognized as a vital component in successfully learning a second or foreign language. However, research on language learners’ motivation in a study abroad context requires more attention in an era in which international mobility is becoming a new normal. This study investigated 217 Chinese overseas university students’ L2 motivation during their one-year postgraduate study in the United Kingdom. by examining a range of motivational variables in relation to their motivated English language learning behaviors. Integrating results from both (...) questionnaires and interviews from nine participating students, the study revealed that international posture showed the strongest positive power, followed by the ideal L2 self, in explaining the learners’ willingness to communicate, frequency of communication, and intended learning effort. Additionally, instrumentality and parental encouragement exerted prominent promotional influence in shaping their intended learning effort. However, the ought-to L2 self-displayed a significant negative impact on their L2 learning in this study abroad context, and the role of attitudes toward L2 speakers/community and culture was not evident in this case. The findings shed light on a more comprehensive understanding of L2 motivation in a study abroad context, and offer insightful implications for English as a Foreign Language education in cultivating language learners’ motivation to prepare for study abroad. (shrink)

The article aims to shed light on teaching the Arabic language in non¬-Arab countries, especially since the Arabic language it is the main gateway to learning the Qur’an and its sciences, the current reading also aspires of the Arabic language and the reality if its teaching methods to non Arabic speakers, and the obstacles the prevent the educational process from being achieved. The article also shows the role of reading in teaching the Arabic language to non-native speakers, reading is on (...) one of transferring knowledge, and reading enriches perceptions and expands knowledge and information, The current reading aspires to know the different types of reading, as each has characteristics that differ from the others, Therefore, knowing the types of reading and methods of teaching them contributes to the status of teaching Arabic as a foreign language, and constitutes a means to understand and communicate it correctly and soundly.The work was divided into axes. In the first axis, the research will reveal the status of the Arabic language, whether for its speakers or for non-native speakers，It gained this status from being the language of the Qur’an, In addition to the fact that it contributes to the throne of languages by speaking them and using them to understand religious, economic, cultural and commercial matters.The second axis will focus on the meaning of teaching the Arabic language to non-native speakers, and teaching it by transmitting it to them by helping another individual to communicate with it and learn it as a second language.Then, the reality of Arabic language teaching curricula and the problems they face were discussed. Especially with the presence of a large number of these curricula, with their different plan, method, and time duration, the teacher here finds himself faced with confusion in choosing the appropriate curriculum for the group - non-Arabic speakers - he is entrusted with teaching, and which suits their abilities and intellectual inclinations.The article also shows that there are good curricula that have been highly successful in delivering and transferring the academic content to the learner. This is due to its respect for a set of pedagogical rules and controls and the hierarchy of the curriculum. The clearer the curriculum is and built on specific foundations and elements, the more effective and profitable it is.There is no doubt that it is not possible to download and teach any educational curriculum without a teacher who has several scientific methods and skills. That is, he must have a set of skills and be armed with a variety of methods in teaching the Arabic language to non-native speakers. Something that contributes to the success of the educational process.A good professor is one who diversifies his methods while teaching non-Arabic speaking students. Therefore, the article aims to pay attention to the teacher and train him according to certain basics, including the cultural basis of the country in which he will study, and the cognitive and professional basis. The research also recommended the need to hold training courses and workshops to train teachers of the Arabic language to non-native speakers.The research has confirmed that reading has an important and fundamental role in teaching the Arabic language to non-native speakers, and that this skill contributes to providing the learner with a large linguistic resource, as well as benefiting from the depths of Arabic books, and also helps in improving the level of pronunciation and communication with a good master of the Arabic language.The article also explains that teaching the Arabic language to non-native speakers suffers from several obstacles and obstacles that prevent achieving the goal of the educational learning process, including reading weakness among learners, especially at the level of pronunciation, in addition to inversion, substitution, and lack of distinction between similar sounds in pronunciation.The current reading shows that despite these problems and obstacles; However, the experiences related to teaching the Arabic language to non-native speakers are moving in the right direction.The article relied on the descriptive and analytical approach. To describe and analyze the phenomenon of teaching the Arabic language to non-native speakers, with the need to point out that the proposed reading is not final and does not claim to have the final say or possess the “truth”, as long as it is one among other possible readings. (shrink)

Everybody who has learned English as a second or foreign language knows that for reaching intermediate levels, English is an easy language regarding grammar and vocabulary; however, when reaching advanced levels, the learners are faced with complex forms of morphology, syntax, and most obviously, they are faced with the difficulties that pronunciation presents. These are mainly the problems that occur with the English students whose native language is other than English. An experienced teacher of non-native speakers of English can easily (...) recognize the causes of mispronunciation, which in most cases are lack of vocabulary, lack of practice, bad teaching experiences, lack of direct contact with the language, and lack of self-confidence. There are quite a lot of words in English, which are often mispronounced. Those who have just started to learn English as a foreign language, students at primary schools, adults using English as a means of communication and as a working tool, such as businessmen, politicians, administrators, doctors, accountants, and those studying English for teaching purposes, even the teachers of English are faced with the problems of proper pronunciation of words in English.The aim of this research is to identify the problems that the students in the Department of English Language and Literature in the Faculty of Languages, Cultures and Communication face with when they deal with pronunciation of lexical words. (shrink)

Publication date: 30 August 2017 Source: Author: Elham Ghaderi Doust Apparently, English is globally used as the most fundamental communication medium. Regarding the objectives of Foreign Language Education in Iran Curriculum, an Iranian educated must be capable of expressing his opinions and viewpoints as well as accurately utilizing the foreign sources and satisfying his demands. Also, he must understand English speeches produced by native English speakers. With perspectives on these objectives, experts involved in English Education sphere design and write Educational (...) English books and teachers have been instructing these books for ages. Indeed we must raise this question: Why Iranian students are such evasive learners and why does almost nobody acquire English in an applicable way in Iranian schools? It is evident that most students of first grade of secondary schools are confronted with certain problems following as:Many students are slightly familiar with English.They often recognize English as a difficult subject to study.Also, they believe that they will not achieve a genuine progress in English.Many students show a lack of self-confidence and inferiority complex.Comparing themselves with the students in the upper grades, they feel that they cannot master English.So, certain efforts must be channeled into resolving these problems, in particular, the ways the students deal with their English books are to be changed and so are the methodologies in teaching. These may become perfectly practicable by utilizing instructional aides, preserving the students' fondness for their English courses, and organizing the instructional content from the simple to complex, as well as discussing with experts, parents, educational managers, and students. The objectives of this study are to shift students' perspectives upon English and support them through their learning English; consequently they will progress satisfactorily at present and in the future. (shrink)

Based on the concept of interactional competence, our study analyzes how learners of Spanish as a foreign language in a B2 level manage repair in oral interaction in language classrooms. We understand repair as “the treatment of trouble in talk-in-interaction”. A corpus of eleven interactions between students in the classroom is analyzed through the perspective of Conversation Analysis. The interactions were collected in different kinds of tasks in the language classroom. In our analysis we compare interactions produced in practice activities (...) and interactions collected during assessment. The findings in this study show a tendency to manage repair in classroom oral interaction as it would be done in normal conversation. Regarding the different contexts of our corpus, we observe that, in interactions produced in assessment contexts, speakers try to protect their interlocutor’s face and their own face by avoiding to make repairs. (shrink)

Context: Public universities in South Africa are currently facing the challenge of decolonising knowledge. This change requires a review of curriculums, as well as teaching and learning with the goal of embracing the epistemology of the learners, addressing issues such as social justice and transformation. Problem: Human communication is subject to several perceptual errors in both listening and seeing, which challenges the success of the communication in the education system. The ability of the teacher and the learners to effectively communicate (...) with one another is a factor for the success of each reaching their goals. The teacher imparts her knowledge in the classroom, but according to von Foerster, “[i]t is the listener, not the speaker, who determines the meaning of an utterance,” for the listener contextualises this information based on her own past lived experience. Thus, the student’s epistemology and her expression of her understanding is integral in the classroom context and should be actively included into the education system. Method: I present a cybernetic approach to the teacher-learner system, challenging traditional ideas about the role of each actor within the system, with special attention given to Pask’s conversation theory. Results: Early empirical findings suggest that a conversational contextual approach results in higher student involvement and better memory retention among the learners. Conversational approaches that are epistemologically inclusive diffuse social problems where the student groups require their individual worldviews to be reflected within the curriculum. This reduces the friction of competing epistemologies within the education system, moving toward a co-created contextually-driven knowledge system. Implications: Many educators would like deeper engagement from their learners but have not found a way to successfully engage the student group. A cybernetic approach is one method that can be adopted to remedy this. This is particularly useful in contexts where there is cultural diversity and impending social change. Constructivist content: I address von Glasersfeld’s points on human cognition, linking it to Austin’s speech acts. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:How I Lost My HearingJanessa SalesI was born as a healthy and strong hearing person, but I became deaf through a result of painful and traumatic cancer treatments. I was diagnosed with a malignant brain tumor called Germinoma in 2003. I went through surgery, chemotherapy, and radiation. I was good for one and a half years. However, in 2005 when I turned 12 my cancer relapsed. My doctors told (...) me and my family that I had to undergo a much stronger treatment plan called a Bone Marrow Transplant (BMT). One of the possible side effects to this treatment was hearing loss. I unfortunately received this devastating side effect.I still remember the day that I lost my hearing. Before going to sleep that night, I received a dose of chemo. Waking up the next morning, something was terribly wrong. I couldn’t hear anything! I felt as if I were wearing earplugs. I called for my mother and I told her the alarming news, but as she was speaking back to me, I strained to hear her voice. All I saw were her lips moving. My doctors made arrangements for me to get my hearing tested with an audiologist.As the days that passed, I went through a deep depression. My doctors and my family tried different ways to communicate with me. They used note pads or white boards and wrote down what they wanted to say to me. As my hearing lessened, my other senses kicked in. I read body language and expressions. I learned to read lips. It was a little over a month before I got my hearing aids.Going back to school was very difficult, but my hearing loss, in itself, wasn’t as traumatic as the refusal to accept my new life. I spent the next four years trying to be hearing—trying to fix myself— trying to be what I once was. I always strained my ears trying to listen to my teachers. I tried fitting in with my friends, trying to keep up with their conversations, but it was no use. I couldn’t hear a thing; I was lost and confused.However, during my eighth grade year, I was given the choice to transfer to a different school. It was a mainstream school that had a DHH (Deaf and Hard of Hearing) program. It was a scary transition going to a new school, not knowing anybody. I hesitated and did not want to go at first, but eventually I got over my fears.When I transferred over to the other middle school, I still felt lost. I was still trying to be a hearing student. I only knew how to be auditory learner. I couldn’t focus because I wasn’t able to hear my teachers. I was new at sign language, so I couldn’t understand any of my interpreters. I had frequent meltdowns every week.I felt like I didn’t fit into the deaf world or the hearing world. I couldn’t understand either one. I was always misunderstanding my hearing friends, and I wasn’t able to understand my deaf peers because I didn’t fully know their language. I had low self–esteem and I felt like I didn’t belong anywhere.I had to learn to become a visual learner. I was given the use of a Frequency Modulated (FM) system. The FM system is an assistive listening device worn by the speaker to amplify his/her voice and transmit it directly to the listener’s ears via an electronic receiver and special earphones or the listener’s own hearing aids. I also had an interpreter and closed captions when needed.My DHH teacher Mr. H, who was my greatest mentor and role model, set me up with an Individualized Educational Program (IEP) that required that I had to have my homework written down instead being verbally told. I was allowed to have more time on tests when needed, and a note taker for lectures. All of these arrangements really helped me through my new “deaf world.”My mother and I took Sign Language classes at Sacramento State University where Mr. H also taught... (shrink)

This study aimed at finding students? perspectives on integrating feature films on digital versatile discs (DVDs) in oral communication classes of advanced English as foreign language (EFL) learners. A total of 29 students being trained as teachers of English participated in the study. Data were collected through a survey questionnaire. All participants unanimously agreed that through films they had the opportunity to learn about how people initiate and sustain a conversational exchange, and how they negotiate meaning; types of exclamation and (...) filling expressions; colloquial English in real?life contexts, and non?verbal communication. Participants also acknowledged that viewing feature films exposed them not only to a wide range of native speakers, each with their own slang, accents and dialects, but also to a wealth of contextualised vocabulary expressions and authentic cross?cultural information. The study suggests that it is possible to exploit feature films in foreign language classes with a wide array of pedagogical options. (shrink)

An accessible and thorough introduction to implicatures, a key topic in all frameworks of pragmatics. Starting with a definition of the various types of implicatures in Gricean, neo-Gricean and post-Gricean pragmatics, the book covers many important questions for current pragmatic theories, namely: the distinction between explicit and implicit forms of pragmatic enrichment, the criteria for drawing a line between semantic and pragmatic meaning, the relations between the structure of language and its use, the social and cognitive factors underlying the use (...) of implicatures by native speakers, and the factors influencing their acquisition for children and second language learners. Written in non-technical language, Implicatures will appeal to students and teachers in linguistics, applied linguistics, psychology and sociology, who are interested in how language is used for communication, and how children and learners develop pragmatic skills. (shrink)

To manage the undesirable effect of anxiety on students, a wide scope of research has been dedicated to determining the triggers of anxiety and pedagogical interferences that can assist students with mitigating anxiety. Mindfulness is a relaxation strategy that has been related to constructive impacts when utilized as a managing technique for stress and anxiety. Originating from the construct of mindfulness, there is a multidimensional conception acknowledged as resilience as one of the notions in the Positive Psychology literature, which highlights (...) the organizations and individuals’ strengths and self-control to comply with accidental states. Given the eminence of mindfulness and resilience in learning situations, the present study sets forth to examine the role of these constructs in alleviating English as a foreign language learners’ anxiety. To meet this objective, 502 Chinese EFL learners took part in this research. They were asked to respond to the three questionnaires, namely resilience, mindfulness, and anxiety. To answer the research question of the study, a linear multiple regression was run and the findings demonstrated that mindfulness and resilience together could significantly predict anxiety. Consistent with the findings, some recommendations are presented concerning the implications of the present research. (shrink)

This study examined changes in the structural relationship among learner-centred classes perceived by Korean junior high school students, attitudes during class and academic achievement. A linear change model was identified as optimal, showing a steady increase over time for each parameter. The higher the initial value for learner-centred classes, the higher both the initial value and rate of change was for attitudes during class and academic achievement. The initial values for attitudes during class also had a significant effect on initial (...) values of academic achievement, suggesting that attitudes are important in increasing academic achievement. The rate of change of both learner-centred classes and attitudes during class significantly influenced the rate of change of academic achievement. (shrink)

This paper reports an instructor and her students’ experiences with ethics in conducting action research in a university teacher-training class. The nature of educational action research suggests the dual roles of the instructor and students, the former as both a researcher and a practitioner, and the latter as both research participants and learners. However, in following an ethics procedure to allow students to opt out of the research project anonymously but, at the same time, not to deny their access to (...) learning opportunities, both the instructor and students experienced tensions as they tried to separate and switch roles for research and teaching/learning. Instead of benefiting from the research to explore and reflect on learning, many students complained about their sense of being used as research participants. The article suggests new ethics review procedures to support and help action research to generate valuable results in teaching and learning. (shrink)

Journal of Philosophy of Education, EarlyView.

Teacher behaviors are one of the most significant factors influencing student learning. Students from different cultures may have different interpretations of their teachers’ behaviors. This study compared the associations between teacher strictness, teacher feedback, and students’ motivational beliefs using data from six Western countries (the United States, the United Kingdom, Finland, Norway, Australia, and New Zealand) and six East Asian regions (Japan, Korea, mainland China, Hong Kong, Macau, and Taiwan) in the Program for International Student Assessment (PISA) 2015. A total (...) of 89,869 15-year-old students were included in data analysis. The findings indicate that (i) teacher strictness was negatively associated with Western students’ motivation, but positively related to that of East Asian students; (ii) teacher feedback had significant positive associations with the motivational beliefs of both Western and East Asian students; and (iii) there was a positive relationship between teacher strictness and teacher feedback in East Asian context. These results highlight the need to consider cultural factors when interpreting students’ reactions to teacher behaviors. (shrink)

Languages differ systematically in how to encode a motion event. English characteristically expresses manner in verb root and path in verb particle; in Chinese, varied aspects of motion, such as manner, path and cause, can be simultaneously encoded in a verb compound. This study investigates whether typological differences, as such, influence how first and second language learners conceptualise motion events, as suggested by behavioural evidences. Specifically, the performance of Chinese learners of English, at three proficiencies, was compared to that of (...) two groups of monolingual speakers in a triads matching task. The first set of analyses regarding categorisation preferences indicates that participants across groups preferred the path-matched (rather than manner-matched) screens. However, the second set of analyses regarding reaction time suggests, firstly, that English monolingual speakers reacted significantly more quickly in selecting the manner-matched scenes compared with monolingual speakers of Chinese, who tended to use an approximately equal amount of time in making manner- and path-matched decisions, a finding that can arguably be mapped onto the typological difference between the two languages. Secondly, the pattern of response latency in low-level L2 learners looked more like that of monolingual speakers of Chinese. Only at intermediate and advanced levels of acquisition did the behavioural pattern of L2 learners become target-like, thus suggesting language-specific constraints from the L1 at an early stage of acquisition. Overall, our results suggest that motion event cognition may be linked to, among other things, the linguistic structure of motion description in particular languages. (shrink)

This study investigates the reasons leading to Chinese students? foreign language speaking anxiety (FLSA). China is a nation with the largest number of English as a foreign language learners in the world, but most of them have learnt ?mute English? when it comes to expressing themselves orally in English. FLSA may be an important factor leading to their unsatisfactory learning achievements. However, it has not been adequately addressed in the educational settings of China. This study endeavours to make a contribution (...) in this aspect. With two cross-validated methods (questionnaire survey and focused interview), this study drew comprehensive data from 332 participants at two universities in China and found 14 major reasons of Chinese students? FLSA. It also compared students? and teachers? views about these reasons and reported the significant differences emerged. It further argued that understanding the reasons is an important step in reducing FLSA and hence enhancing learning effectiveness. (shrink)

This longitudinal study analyzed university students’ cognition in learning an English for young learners course. A qualitative method was used to get the data from 28 students who took the tiered EYL courses, EYL 1, EYL 2, and EYL 3, at a private university by giving them open-ended questionnaires for three semesters, or one and a half years. Semi-structured interviews with those 28 students were also used as the triangulation data at the end of each semester. The findings indicate a (...) very extreme change in pre-service teachers’ cognition, such as motivation, perception, and belief. At the end of their lecture, students initially interested in learning English for young learners did not want to become EYL teachers. On the other hand, students who enrolled in the EYL course for non-academic reasons wanted to have a profession as an EYL teacher after completing the EYL courses. It proves that students’ interest in teaching English to young learners and the length of time spent studying EYL teaching knowledge do not assure those pre-service teachers are increasingly convinced to have a teaching profession. (shrink)

The present study investigates linguistic choices and strategy selection of American speakers of English, Russian native speakers, and American L2 learners of Russian in their complaints by exploring the interaction of social factors and gender. The data was elicited through an open-ended discourse completion questionnaire and an assessment questionnaire. The qualitative analysis shows significant differences between genders in the group of Russian speakers. The major finding was that Russian males were more judgmental and direct in their complaints, but they were (...) also more humorous and ironic than Russian females. Fewer differences were observed in the group of American speakers and American L2 learners of Russian. The findings indicate similar gender differences within each group and across groups in terms of strategy selection and the number of words. Some of the differences were statistically significant.The findings of the interlanguage analysis open areas for pedagogical intervention so that L2 learners better understand how to address males and females, as well as which linguistic strategies to use to minimize offense while negotiating a problem in Russian culture. (shrink)

In the learning milieu, academic stress is deemed as the most general mental condition that learners encounter throughout their educational process, and it has been viewed as one of the most central issues not only in general education but also specifically in language learning. Likewise, burnout has been the main point in this situation. The comprehensive sources of stress and the reasons for burnout are pinpointed in the literature so realizing their association with other aspects such as coping strategies, namely (...) tolerance of uncertainty, are at the center of attention as it may help reduce burnout and decrease the level of stress. To this end, the goal of the present study is to prove the influence of the tolerance of ambiguity in explaining the role of stress and burnout. Briefly, some implications are set forth for the educational stakeholders. (shrink)

Reflectivity and Cultivating Student Learning includes theory, research, and practice appropriate for teacher educators, teacher candidates, classroom teachers, school administrators, and educational researchers.

Learner Voice, Learner Choice offers fresh, forward-thinking supports for teachers creating an empowered, student-centered classroom. Learner agency is a major topic in today's schools, but what does it mean in practice, and how do these practices give students skills and opportunities they will need to thrive as citizens, parents, and workers in our ever-shifting climate? Showcasing authentic activities and classrooms, this book is full of diverse instructional experiences that will motivate your students to take an agile, adaptable role in their (...) own learning. This wealth of pedagogical ideas-from specific to open-ended, low-tech to digital, self-expressive to collaborative, creative to critical-will help you discover the transformative effects of providing students with ownership, agency, and choice in their learning journeys. (shrink)

Socializing students to Academic Integrity in the face of great cultural, linguistic and socioeconomic diversity in the student population in higher education calls for innovative strategies that are aligned with equity, diversity and inclusion principles. Through a mixed method of quantitative analysis of learner engagement data from the Learning Management System and analysis of anonymous evaluation survey, along with thematic analysis of students’ open-ended responses in the evaluation survey, the authors explored how students responded to AI Socialization during a 4-week (...) non-credit, online co-curricular program called ‘Reading and Writing Excellence’. Nine groups of undergraduate students from 34 disciplines in different global locations during the COVID-19 pandemic were introduced to a curated set of AI online resources. Through a learner-driven, instructor-facilitated approach the AI Socialization also engaged students in language development and empowered them to communicate about their disciplinary course topics through written journal entries, receiving instructor feedback that increased their cultural and linguistic capital for further academic writing. This approach led to a high volume of written output. Nonparametric ANOVA was used to establish that low-proficiency students were able to produce as much written output as their more proficient peers. Survey results for various aspects important to academic integrity show students’ self-perception of readiness for academic writing: paraphrasing and summarizing ; organization of ideas ; critical thinking ; logic/argument. Insights gained about educative engagement, language development and learner empowerment that can help students from diverse backgrounds to avoid Academic Integrity Violations and gain transformative access and success in higher education are incorporated into a set of recommendations that are applicable to a wide range of teaching contexts. (shrink)

Previous studies have offered a rationale for engaging students in small-group student talk for the planning of L2 individual writing. To further investigate whether such talk effectively promotes the quality of argument in the context of Chinese tertiary EFL learners’ argumentative writing and whether such effects could be retained, the current study adopted a quasi-experimental design with a pretest, a posttest, and a delayed posttest in two intact EFL classes. The performance of the intervention group and the comparison group were (...) scrutinized to examine the effects of the intervention. The analytic scores on six components of the writing task and the holistic writing scores cumulated of all these components were measured to see the immediate and sustained effects. Significant changes of the holistic scores in both the immediate posttest and the delayed posttest indicated that such small-group student talk enabled students in the treatment class to achieve better performance in the overall quality of argumentation compared with those in the comparison class. Statistical analyses revealed immediate and sustained effects of small-group student talk on the quality of counterargument claim, counterargument data, and rebuttal claim. Counterargument claim was the only element in which students in both classes made significant improvement, but the treatment class demonstrated a larger effect size. No discernible differences were found either between or within the treatment class and the comparison class with respect to the quality of claim, data, and rebuttal data across tests. Possible explanations concerning the findings and limitations of the study were discussed. (shrink)

In this paper, we conduct a secondary analysis of The Institute of Educational Sciences’ (IES) 2011-2012 Schools and Staffing Survey (SASS) data, a self-reported, nationally representative database to examine: (a) the average caseload of students with disabilities and emergent bilingual learners within and across social studies content areas, as well how social studies teachers’ caseloads compare with other content area disciplines and (b) the extent and perceived utility of professional development opportunities social studies teachers receive to support both students with (...) disabilities and emergent bilingual learners. (shrink)

This study addressed the question of whether L2 learners are able to utilize verb’s argument structure information in online structural analysis. Previous L2 research has shown that L2 learners have difficulty in using verb’s intransitive information to guide online syntactic processing. This is true even though L2 learners have grammatical knowledge that is correct and similar to that of native speakers. In the present study, we contrasted three hypotheses, the initial inaccessibility account, the intransitivity overriding account, and the fuzzy subcategorization (...) frame account, to investigate whether L2 learner’s knowledge of intransitive verbs is in fact ignored in L2 online structural analysis. The initial inaccessibility account and the fuzzy subcategorization frame account predicted that L2 learners cannot access intransitivity information in building syntactic structures in any situation. The intransitivity overriding account predicted that intransitivity information is accessed in L2 parsing, but this process is overridden by the strong transitivity preference when a verb is followed by a noun phrase. Importantly, the intransitivity overriding account specifically predicted that L2 learners would be able to use intransitive information in online syntactic processing when a noun phrase does not appear immediately following a verb. We tested the three accounts in an eye-tracking reading experiment using filler-gap dependency structures. We manipulated verb’s transitivity information and lexically based plausibility information and tested English native speakers as a control L1 group and Japanese-English L2 participants. The results showed that L2 learners as well as native speakers processed sentences differently depending on the subcategorization information of the verb, and adopted transitive analysis only when the verb was optionally transitive, providing support for the intransitivity overriding. The results further demonstrated that L2 learners had strong expectations for the transitive structure, which is consistent with the view proposed by the hyper-active gap-filling hypothesis. In addition, the results showed that the semantic mismatch in the incorrect transitive analysis facilitated native speaker’s processing but caused difficulty for L2 learners. Together, the current study provides evidence that L2 learners use intransitive information of the verbs to guide their structural analysis when there are no overriding constraints. (shrink)

The primary purpose of this study is to identify differences in at­tainment of learning outcomes for ethics courses delivered using two distinct teaching approaches. The first approach uses a case based method in the context of applied moral issues within medical practice. The second approach surveys moral theories in the context of applied moral issues. Significant differences are found in the attainment of learner outcomes between the two groups. In particular, attainment of outcomes related to moral decision-making is higher in (...) those students who take the course with a case based method. In contrast, attainment of outcomes related to personal beliefs about applied moral issues is higher in those students who take an introductory ethics course surveying moral theories in the context of applied issues. Neither of these results is especially surprising. What may be surprising, however, is that students in the case-based course do not appear attain learner outcomes with regard to applied moral issues despite studying those issues in detail. Finally, the assessment tool developed and refined through this study may be of use for assessment in a variety of ethics courses. (shrink)

The purpose of this study is to examine differences in attainment of learning outcomes between students who take a class in an online format as compared to students who take a similar class in a traditional classroom setting. While on the face of it the online learners appear to attain these outcomes to a higher degree, when we control for withdrawal rates between the two groups, as well as demographic differences related to age and class standing, we see that online (...) learners no longer outperform classroom learners. We conclude that learner outcome attainment for the two delivery formats is similar for students who are more mature and/or are experienced college students. Inexperienced college freshmen, in contrast, better attain learner outcomes in a traditional classroom setting. (shrink)

In response to the COVID-19 outbreak in many parts of the world, online education has become a more viable option. Some studies have assessed undergraduate students’ readiness for online learning, while others examined students’ anxiety about online learning at home. The relationship between readiness and anxiety about online learning is, however, not well explored. This paper has two purposes: to develop a new and valid instrument—the Home-based Online Learning Readiness Questionnaire —to measure students’ readiness to study online at home based (...) on a theoretical framework of self-regulated learning. As a replacement for the previous readiness scale, this new instrument adds a section on learning strategies and updates and develops new items. to investigate the relationship between readiness and anxiety in online learning. In order to explore those issues, 527 undergraduate students in China were surveyed in this study. The results indicated that HOLRQ was validated in the following six domains: motivation, self-efficacy, information technology skills, resource management, learning strategies and help-seeking. Chinese undergraduate students were more prepared in resource management, motivation, and help seeking, but less prepared in learning strategies, information technology skills, and self-efficacy. However, the regression analysis showed that readiness did not predict online learning anxiety. It means even highly prepared self-regulated learners may experience anxiety when learning online from home. The findings provide insights for instructors and administrators to determine how students really feel about learning from home with online education. (shrink)

The purpose of this study is to understand the current state of learners' use of social media in entrepreneurship courses and explore uses and gratifications on social media in entrepreneurship courses from the learners' perspective. The respondents must have participated in government or private entrepreneurship courses and joined the online group of those courses. Respondents are not college students, but more entrepreneurs, and their multi-attribute makes the research results and explanatory more abundant. The methods used are in-depth interviews and questionnaires, (...) a total of 458 valid data was collected. The results of the survey revealed four gratification factors namely trust, profit, learning, and social in online entrepreneurial groups. It is also found that the structures of the four gratification factors vary in three social media (Line, Facebook, and WeChat). In terms of the trust factor, there are significant differences among the three social media. and the score of ''trust'' outranks other factors. Most of the entrepreneurs' business is "networking business", and the business unit is mostly "micro". In short, the two gratification factors of trust and profit can be seen as specific gratifications for online entrepreneurial groups, especially the trust factor, which deserves more attention in the further research of online entrepreneurial courses on social media. (shrink)

The overall aim of this article is to discuss how the MUSIC Model of Motivation can be applied to L2 instruction in a manner that is consistent with positive psychology, which emphasizes individuals’ strengths and the conditions in which they thrive. The article begins by describing the MUSIC model, which is a research-based framework that organizes strategies that instructors can use to motivate students to engage in learning. The MUSIC model can be used by L2 instructors to create learning experiences (...) that consider learners’ cognition, affect, needs, and desires in order to foster their motivation and engagement in L2 classes. The article also provides teaching strategies related to the MUSIC model and presents an assessment tool (the MUSIC Model of Academic Motivation Inventory) that can be used by L2 instructors to measure students’ MUSIC perceptions of their class. The assessment tool provides feedback to instructors that can be used to improve their instruction by incorporating strategies that allow their students to flourish. Examples of how the MUSIC Inventory can be used to assess L2 instruction are provided. Although researchers have examined the use of the MUSIC model in L2 classes, this research is underdeveloped, and many questions related to its use in L2 classes remain. The article concludes by proposing unanswered questions that could lead to more effective uses of the MUSIC model in L2 classes. (shrink)

Dr. Zaslavsky’s An Introductory Latin Course presents the characteristics of the Latin language in a holistic way, rather than in the fragmented, way that is typical in other Latin textbooks. This mode of presentation allows students to gain a comprehensive conceptual grasp of the linguistic characteristics that are to be learnedIn addition, since there has been a neglect—even an outright abjuration—of the teaching of English grammar in our schools for at least a third of a century, which has left our (...) students grammar poor, this textbook aims to enrich students grammatically by providing a comprehensive explanation of both English and Latin grammar. This makes it as useful for understanding English as it is for learning Latin. (shrink)

The relevance of smart speakers is steadily increasing, allowing users perform several daily tasks. From a commercial perspective, smart speakers also provide recommendations of products and services that may influence the consumer decision-making process. However, previous studies have mainly focused on the adoption of smart speakers, but there is a lack of proper guidelines that help design the way these devices should offer their consumption recommendations. Based on a stimulus-organism-response approach, we analyze how two features of smart speakers' recommendations influence (...) on the effectiveness of such recommendations through its impact on user engagement and attitude. Data was collected from a sample of undergrad students in Spain using an experiment design that focused on a restaurant recommendation, and analyzed using partial least squares. On the one hand, our results suggests that gender congruence generates user engagement with the smart speaker. On the other hand, message length is positively related to attitudes towards the restaurant, at a declining rate. In addition, while better attitudes lead to higher visiting intentions, the influence of engagement on visiting intentions is partially mediated via attitudes. Thus, our findings contribute to understand the antecedents of users' engagement with smart speakers, as well as its impact on the customers' willingness to follow smart speakers' recommendations, constituting a base to analyze the impact of artificial intelligence solutions aimed to smooth the transitions of a customer through the stages of purchase process. (shrink)

Watching another person take actions to complete a goal and making inferences about that person's knowledge is a relatively natural task for people. This ability can be especially important in educational settings, where the inferences can be used for assessment, diagnosing misconceptions, and providing informative feedback. In this paper, we develop a general framework for automatically making such inferences based on observed actions; this framework is particularly relevant for inferring student knowledge in educational games and other interactive virtual environments. Our (...) approach relies on modeling action planning: We formalize the problem as a Markov decision process in which one must choose what actions to take to complete a goal, where choices will be dependent on one's beliefs about how actions affect the environment. We use a variation of inverse reinforcement learning to infer these beliefs. Through two lab experiments, we show that this model can recover people's beliefs in a simple environment, with accuracy comparable to that of human observers. We then demonstrate that the model can be used to provide real-time feedback and to model data from an existing educational game. (shrink)

This study analyzes the compositions of Hong Kong English as a second language (ESL) learners and English as a foreign language (EFL) learners in Mainland China in terms of lexical and syntactic features. A program based on the CoreNLP was developed and used to analyze written language texts, and differences in tags of parts of speech and syntactic dependencies between the two groups of texts were compared statistically to examine differences in the lexical and syntactic features of the learners’ written (...) language. The results show significant differences in the lexical and syntactic features of learners’ writing. Specifically, in EFL learners’ writing, there is a salient group pattern of higher lexical diversity, whereas ESL compositions are more flexible in vocabulary use with higher information density, in that they use more syntactic phrases and content words. In terms of syntax, Hong Kong ESL students use more adverbials and adverbial clauses, which is advantageous in syntactic simplicity and readability over their counterparts, whereas Mainland China EFL students prefer using more specific expressions to demonstrate syntactic relations. Compared to EFL compositions, ESL compositions are more informative, coherent, and grammatical in lexical features and more readable in syntactic features, which require more attention and further improvements in terms of EFL teaching. (shrink)

[First Paragraph] Unlike so many other distinctions in philosophy, H P Grice's distinction between what is said and what is implicated has an immediate appeal: undergraduate students readily grasp that one who says 'someone shot my parents' has merely implicated rather than said that he was not the shooter [2]. It seems to capture things that we all really pay attention to in everyday conversation'this is why there are so many people whose entire sense of humour consists of deliberately ignoring (...) implicatures. ('Can you pass the salt?' 'Yes.') Unsurprisingly, it was quickly picked up and put to a wide variety of uses in not only in philosophy but also in linguistics and psychology. What is surprising, however, is that upon close inspection Grice's conception of implicature turns out to be very different from those at work in the literature which has grown out of his original discussion. This would not be much of a criticism of this literature were it not for the fact that discussions of implicature explicitly claim to be using Grice's notion, not some other one inspired by him (generally going so far as to quote one of Grice's characterisations of implicature). This still would not be terribly interesting if the notion Grice was actually carving out had little theoretical or practical utility. But I will argue here that Grice's own notion of implicature, one quite different from the ones most of us have come to work with, is in fact far more interesting and subtle than that which has been attributed to him. (shrink)

The implications of Globalization on education are multifaceted. However, roots of all these implications can be traced to the predominance of economic activity at the global level. The education and learning paradigm, around the world is under increasing pressure to meet the demands of the new knowledge and information-intensive global economy in a better way. This kind of pressure is challenging the traditional relationships between teachers and students and causing paradigm shifts in the process of learning. Especially, as noted by (...) KB Power (2002:i) ‘Higher education has undergone important paradigm shifts including the shift from teacher-centered to a student centered learning, and the replacement of the traditional practice of learning over a period of time by the concept of lifelong learning.’ Along with these there are major shifts in the modes of instructional technologies - from face to face oral instruction to print based instruction, and from Multimedia based videotapes and Television channels to E-learning systems. The present paper limits itself to the paradigm shifts in the concept of education with reference to learner. After a brief introduction on how education is understood in globalization the paper discusses the place of learner which is transforming according to the needs of global economy. (shrink)

Cyber charter schools are online schools that deliver educational content to students in Kindergarten through 12th grade. These programs provide the entire schooling experience through remote access to a virtual learning environment. Since cyber charters are a new educational platform, there is limited scholarly research discerning if they promote or detract from social justice in education. In mainstream dialogue, supporters hail cyber charters as providers of a quality education to students dissatisfied by their traditional school settings. For opponents, the schools (...) are framed as providers of inadequate academic outcomes with a lack of social opportunity. To synthesize these disparate arguments, the authors examine Pennsylvania cyber charter website content and news stories in the popular press. The authors then discuss how these arguments relate to a social justice framework, considering potential implications for both Pennsylvania and outside entities who may wish to implement cyber charter schools in their local context. (shrink)

Policy and technological transformation have coalesced to usher in massive changes to educational systems over the past two decades. Teachers’ roles, subjectivities and professional identities have been subject to sweeping changes enabled by sophisticated forms of governance. Simultaneously, students have been recast as ‘learners’; like teachers, learners have become subject to new forms of governance, through technological surveillance and datafication. This paper focuses on the intersection of the metrics driven approach to education and the political as a way to re-think (...) the future of schooling in more explicitly philosophical terms. This exploration starts with a critical examination of constructions of teachers, learners and the digital data-driven educational culture in order to explicate the futures being generated. The trajectory of this future is explored through reference to the techno-educational models currently being developed in Silicon Valley. Drawing on Deleuze’s notion of control societies we contribute to the ongoing philosophical investigation of the datafication of education; a necessary discussion if we are to explore the future implications of schooling in a technologically saturated world. We present consideration of the past, present and future, as three ways of considering alternatives to a datafied education system. Alternative conceptualisations of the future of schooling are possible which offer ways of understanding and politicising what happens when we impose data-driven accountabilities into people’s lives. (shrink)