Running Things

2021 ◽  
pp. 47-60
Author(s):  
Cullen Buckminster Strawn
Keyword(s):  
Complex Systems ◽  
Conflict Management ◽  
Language Learning ◽  
Community Engagement ◽  
Executive Leadership ◽  
Public University ◽  
Human Thought ◽  
Arts And Humanities ◽  
Technological Competence ◽  
Creative Vision

Ethnomusicologists equip themselves to study and understand complex systems of human thought and action, and to build relationships with individuals. Navigating personality and process, ethnomusicologists can listen deeply and act with diplomacy in balancing ambitious and broad creative vision with the smallest of logistical details while fostering cross-disciplinary collaboration and community engagement. This essay touches on the nature of public-facing executive leadership based in a public university and spanning arts and humanities, pointing out resonances with ethnomusicological training and practice such as “language” learning and meaningful communication. Corresponding examples of shortcomings in ethnomusicological training are given, such as needed emphases on conflict management, technological competence, and brevity.

scholarly journals Assemblage theory: coping with complexity in technology enhanced language learning

2019 ◽  
pp. 280-284
Author(s):  
Blair Matthews
Keyword(s):  
Social Sciences ◽  
Complex Systems ◽  
Language Learning ◽  
Assemblage Theory ◽  
The Social ◽  
Language Classroom ◽  
Language Classrooms ◽  
Theory Of Complexity

Language classrooms are complex systems, but theory often simplifies these processes making researching effectiveness difficult. Assemblage theory – a theory of complexity in the social sciences – allows us to examine complexity in the language classroom. In this paper, I present an account of the language classroom that captures the complexity, subjectivity, and temporality of technology enhanced language learning.

Teaching and learning French – A tale of desire in the humanities

2016 ◽  
Vol 16 (2) ◽  
pp. 127-140
Author(s):  
Catriona Cunningham
Keyword(s):  
Higher Education ◽  
Language Learning ◽  
Teaching And Learning ◽  
Personal Perspective ◽  
Learning And Teaching ◽  
Arts And Humanities ◽  
The Arts ◽  
Close Textual Analysis ◽  
The Uk ◽  
French Language Learning

This article considers the way we talk about learning and teaching the humanities in higher education in the UK. By using the tools of the arts and humanities within the scholarship of learning and teaching, and examining a personal perspective, the author explores the transformational impact of French language learning and teaching. Close textual analysis of literary language learning memoirs highlight the sensual and physical effects of language learning that can remain muted in our everyday conversations. As a result, the author suggests that rather than lament the death of the humanities in 21st century higher education, learning and teaching a language offers a pedagogy of desire that embodies the transformation aspect of our disciplines, as we deal with the business of being human.

scholarly journals Female Students Use More Language Learning Strategies Than Male Students? - A Case Study of ESL Learners in a Macau Public University

2020 ◽  
Author(s):  
Don Yao
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Public University ◽  
Metacognitive Strategies ◽  
Female Students ◽  
Male Students ◽  
Language Learning Strategies ◽  
Memory Strategies ◽  
Gender Differentiation ◽  
Esl Learners

Abstract Language Learning Strategies (LLSs) as a pluralistic and pervasive strategic system (Yan & Zha, 2011, p. 1) always attaches great importance of Second Language Acquisition (SLA). Numerous researchers have been working on this topic since the 1970s. Also, since students differ from person to person in their adoption of learning strategies and the research on differences in individuals develops, the topic of gender differentiation has arisen in the LLSs. Research related to gender and LLSs has been brought to the forefront in the last three decades, and many studies have found that gender can have a significant impact on LLSs (Zafar, 2012, p. 640). In China, most of the previous studies in learning strategies have paid attention to age, motivation, aptitude, educational level, good language learners, etc. But not much has been done in terms of the perspective of gender. Also, as one of the special economic zones in China, researchers may neglect the importance of Macau for most of them have focused more on Hong Kong. This paper then investigated the use of LLSs by a group of ESL learners in a Macau public university. It emphasized the gender differences and aimed to find out how gender affected the use of LLSs. Quantitative research method was adopted in this paper. A total of 188 ESL learners (M = 92, F = 96) participated in this study. The instrument Oxford’s 50-item Strategy Inventory for Language Learning (SILL) questionnaire was used. In consideration of their English proficiency levels, Liao’s (2002) Chinese version of the SILL questionnaire was adopted so that it was easier for students to understand. Moreover, the statistical software SPSS 22.0 was used for statistical analysis. The major findings were that gender as a variable affected students’ strategy use with female students (`X = 3.26) more frequently used strategies than male students (`X = 3.22), and they both used metacognitive strategies the most (M:`X = 3.41; F: `X = 3.49) and memory strategies the least (M:`X = 3.01; F: `X = 3.11). In terms of gender and frequency of LLSs use, metacognitive strategies showed the strongest correlation (r = .88) and memory strategies showed the weakest (r = .64). To sum up, for students, they can learn English more efficiently and effectively with the guidance of proper learning strategies. And students with gender differentiation will use more useful strategies when learning a foreign language; For teachers, they can teach students with their actual needs with the help of learning strategies.

scholarly journals Evaluating TESL Students’ Beliefs about Foreign Language Learning

2017 ◽  
Vol 7 (6) ◽  
pp. 228
Author(s):  
Zailani Jusoh
Keyword(s):  
Adult Learners ◽  
Foreign Language ◽  
Language Learning ◽  
Student Teachers ◽  
Foreign Language Learning ◽  
Public University ◽  
Foreign Languages ◽  
Statistical Techniques ◽  
One Way Anova ◽  
Primary Instrument

Learning a foreign language is a monumental undertaking for many adult learners. This study was conducted to mainly explore university students’ beliefs about foreign language learning. It was also to investigate whether differences in their beliefs were present among different foreign languages. Students, pursuing diploma in TESL in a public university in Malaysia, were chosen as respondents. An instrument, BALLI, which is a measure of students’ beliefs about language learning was the primary instrument for data collection. Since this is a quantitative study, statistical techniques namely descriptive and a one-way ANOVA were employed. Findings indicate that generally, the beliefs held by the student teachers are positive. Nonetheless, significant differences in the beliefs were noted among the foreign languages. The findings have a number of pedagogical implications. One of which is the importance of instilling realistic beliefs among students in learning foreign languages.

International colleges and the cultivation of social capital in a divided Thailand: A narrative study of leadership perspectives at a Bangkok-based campus

2019 ◽  
Vol 15 (3) ◽  
pp. 227-242
Author(s):  
Matthew Robert Ferguson
Keyword(s):  
Teaching And Learning ◽  
Executive Leadership ◽  
Public University ◽  
Approaches To Teaching ◽  
International Faculty ◽  
Student Centered ◽  
Narrative Study ◽  
Narrative Case Study ◽  
International College

The establishment of international colleges in public universities has been part of a deliberate national strategy to modernize higher education in Thailand since the 1990s. These colleges use English as the medium of instruction, employ many international faculty, and promote more Western approaches to teaching and learning such as student-centered education. In addition, international colleges have served a more symbolic role. They serve as markers of civilization and sophistication, a symbol to be cultivated for the purpose of elevating one’s status in an already deeply divided Thai society. This narrative case study aims to situate Thailand’s first public university international college in a long-standing historical framework characterized by paradoxes and prejudices deeply rooted in Thai society. Stories are collected from members of the executive leadership of the college. It is argued that the themes emerging from the leadership narrative are consistent with the historical framework.

Language Learning in the 21st Century

2019 ◽  
Vol 9 (2) ◽  
pp. 55-71 ◽  
Author(s):  
Debbita Ai Lin Tan ◽  
Bee Choo Lee ◽  
Malini Ganapathy ◽  
Shaidatul Akma Adi Kasuma
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Foreign Language Learning ◽  
Public University ◽  
Esl Students ◽  
Future Studies ◽  
Remedial English ◽  
Item Questionnaire ◽  
High Internal Consistency

Kahoot! is a gaming system designed for interactive learning and can be utilised for students of all ages. The present study involved two groups of Malaysian ESL students (n = 57) enrolled in a remedial English proficiency course in a public university. All 57 participants were exposed to weekly Kahoot! sessions over a period of one semester; the sessions covered various English language learning components including vocabulary and reading comprehension, but focused largely on grammar. At the end of the semester, the participants completed a 34-item questionnaire comprising closed- and open-ended items. The questionnaire was tested for reliability with returned values indicating high internal consistency, thus making the instrument a reliable option for use in future studies. The study's findings indicate that the students found Kahoot! to be beneficial in terms of: 1) inducing motivation, and 2) fostering and reinforcing learning. The students were also of the opinion that Kahoot! would be useful for foreign language learning (for instance, Spanish and French).

scholarly journals Arabic Vocabulary Mastery of Politics and Economic among First Year Student in Public University/ Penguasaan Kosa Kata Bahasa Arab dalam Bidang Politik dan Ekonomi dalam Kalangan Pelajar Tahun Satu di Universiti Awam

2020 ◽  
Vol 12 (2) ◽  
Author(s):  
Asmuni Zumrah ◽  
Nazipah Mat Shaid@Md. Said ◽  
Rosni Samah
Keyword(s):  
Language Learning ◽  
Quantitative Method ◽  
Arabic Language ◽  
Public University ◽  
First Year ◽  
Reading Texts ◽  
First Year Student

Arabic language learning requires vocabulary mastery to understand reading texts. The lack of mastery may impede understanding and make it difficult for students to understand certain texts in certain fields. This study aims to analyze the words mastered by students in politics and economics. It also aims to analyze the vocabulary mastery of both fields among students. This study uses quantitative method by distributing test questions to students. The results showed that vocabulary mastery of politics and economics among students was very weak. It also showed the number of words mastered in both fields is limited. Therefore, it is proposed that the texts of political and economic fields should be included in the Arabic language syllabus as their use today is deemed necessary. 

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