Abbott, Claude Colleer, (17 April 1889–17 Sept. 1971), Professor of English Language and Literature in the University of Durham, 1932–54, Emeritus Professor, 1954

2007 ◽  
Keyword(s):  
English Language ◽  
Emeritus Professor ◽  
Language And Literature ◽  
The University

scholarly journals Jordanian University Students’ Attitudes toward Online Learning during the COVID-19 Pandemic and Lockdowns: Obstacles and Solutions

2021 ◽  
Vol 20 (1) ◽  
pp. 142-159
Author(s):  
Safi Mahmoud Mahfouz ◽  
Wael Juma Salam
Keyword(s):  
Socioeconomic Status ◽  
Online Learning ◽  
University Students ◽  
Student Attitudes ◽  
Quantitative Research ◽  
English Language ◽  
Face To Face ◽  
Language And Literature ◽  
Students Attitudes ◽  
The University

This study aimed to investigate Jordanian university students’ attitudes toward online learning during the COVID-19 pandemic and lockdowns, shed light on the obstacles students encounter in online learning, and suggest possible solutions. A questionnaire designed by the researchers was used to elicit responses from a study sample consisting of 195 students from the Department of English Language and Literature at the University of Jordan – Aqaba. As this is an attitudinal study, the survey questionnaire was designed to elicit student responses on the following domains: gender, seniority level, socioeconomic status, training and orientation for using eLearning platforms, and their attitudes, whether positive or negative, toward online learning. Results of this quantitative research showed that student attitudes toward online learning are generally negative. The majority of the respondents reported that they prefer face-to-face classroom instruction over online learning because it gives them direct contact with the instructors. Furthermore, results revealed statistically significant differences amongst students attributed to their gender, whereas no differences were found with regards to their seniority of study, socioeconomic status, and the eLearning platform they prefer to use. The study concludes by proposing some pedagogical recommendations.

scholarly journals COMPREHENSION STRATEGIES OF LITERARY TEXTS USED BY UNIVERSITY OF JORDAN LITERATURE STUDENTS

2020 ◽  
Vol 3 (10) ◽  
pp. 45-56
Author(s):  
Yasmeen Almadani ◽  
Mohd Nazri Latiff Azmi ◽  
Khalid Alsmadi
Keyword(s):  
Data Analysis ◽  
Growth Model ◽  
Personal Growth ◽  
Reading Ability ◽  
English Language ◽  
Literary Texts ◽  
Cultural Model ◽  
Language And Literature ◽  
University Of Jordan ◽  
The University

Reading plays a significant role in our daily lives. Literary readers build their worlds and expand their imagination with deviating from the literal words to create images that make sense to them in the unfamiliar places the texts describe. This study examined the most useable strategies among English language and literature students at the University of Jordan as well as whether there are significant differences between males and females in this regard. Methodology: This study employed both descriptive and quantitative approaches to collect data. The sample was selected using simple random sampling. The sample of the study was 120 EFL bachelor students divided into 60 males and 60 females from UJ. SPSS program was used in the data analysis. The research instrument was a questionnaire designed by the researcher in accordance with the study questions. SPSS social package was used to treat the collected data through multiple regression, T-test, and descriptive analyses. Result: The data analysis showed that the most usable strategies were personal growth model, cooperative learning, intensive reading, illustration, cultural model, but that doesn’t mean those are the most effective on the reading ability of literary texts. It also indicated that there are only significant differences in the use of the cultural model and the personal growth model but there aren't any significant differences in the usage of the other mentioned strategies. Conclusion: It is recommended that the decision-makers should pay more attention to the literary texts that are provided to the university students while deciding the bachelor's syllabus. So that they should organize literary texts in combination with the most effective reading strategies. To help them to get rid of the expected difficulties of comprehending such texts. This study contributes to supply the future bachelor syllabuses planning of English language and literature department at the University of Jordan and other universities around.

scholarly journals Contributors

2018 ◽  
Author(s):  
Dougal McNeill
Keyword(s):  
Media Studies ◽  
Graduate Student ◽  
English Language ◽  
Associate Professor ◽  
University Of Chicago ◽  
Senior Lecturer ◽  
Language And Literature ◽  
The University

Introduction  Dougal McNeill is a Senior Lecturer, School of English, Film, Theatre, and Media Studies Shintaro Kono is an Associate Professor at Hitotsubashi University, Tokyo. Alistair Murray is a graduate student in the Department of English Language and Literature at the University of Chicago.

PEER ASSESSMENT AT TERTIARY LEVEL

2018 ◽  
Vol 28 (7) ◽  
pp. 2325-2329
Author(s):  
Lulzime Kamberi ◽  
Majlinda Nuhiu
Keyword(s):  
Language Learning ◽  
English Language ◽  
Peer Assessment ◽  
Extended Period ◽  
Teacher Assessment ◽  
Validity And Reliability ◽  
Language And Literature ◽  
Language Classroom ◽  
The University ◽  
Academic Year

Autonomous second language learning (SLL) is a topic of focus in every educational setting and almost universally supported by institutions and scholars in the whole world. One aspect of autonomous learning is peer evaluation (Harmer, 2001; Benson, 2001; Cottrall, 1999; Everhard&Murphy) Seeking to make students more autonomous leaners and take more responsibility for their learning, as well as assess the effect of peer assessment, on language acquisition, peer assessment has been introduced to student of the final semester of their studies. This paper reports initial results from a study into the effectiveness of peer assessment in an EFL (English as a Foreign Language) classroom instruction, in a methodology course, conducted in the second semester of the academic year 2017/2018, at the Department of English Language and Literature, at the University of Tetovo, Macedonia. Applying frequency statistics, Fraenkel&Wallen, (2003), the study has analyzed peer assessment; in contrast to teacher assessment of student presentations. Content analysis (Leedy & Ormord, 2005) to identify themes biases and meaning, the study investigated the validity and reliability of peer assessment. Convenience sampling among students enrolled in the seventh semester identified a non-random sample of 20 students representing 41% of the possible cohort. The findings of the study revealed that students were not prepared to assess each other and rather acted on their personal feelings towards their peers. In conclusion, it is argued that research designs involving an extended period of time and with a larger sample will be needed to confirm these results.

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