Pedagogical suitability of data-driven learning in EFL grammar classes: A case study of Taiwanese students

2017 ◽  
Vol 23 (5) ◽  
pp. 541-561 ◽  
Author(s):  
Ming Huei Lin ◽  
Jia-Ying Lee
Keyword(s):  
Foreign Language ◽  
Covariance Analysis ◽  
Data Driven ◽  
Translation Method ◽  
Paired Sample ◽  
Empirical Assessment ◽  
Efl Context ◽  
Study Results ◽  
Over Time

This study of 52 undergraduates of English as a foreign language (EFL) involves an empirical assessment of the pedagogical suitability of data-driven learning (DDL) in three Taiwanese grammar classes. One class (16 students) was taught using a traditional deductive approach (TDA), and the others (one of 17 and one of 19 students) were taught using blends of DDL and TDA. The participants’ performance in grammar and their judgments of the teaching effects of DDL were both collected for analysis. Using a covariance analysis, the study results indicate no significant differences between the three classes in grammar proficiency, although paired-sample t-tests reveal significant gains for each class. However, the results of quantifying participants’ perceptions of the treatments over time show clear changes as the experiment proceeded; there was a growing preference for DDL-integrated treatments but a disinclination towards the TDA. Although it seems premature to claim DDL’s pedagogical suitability here, the overall results lend support to the legitimacy of practicing DDL in different educational areas. This is particularly notable for Taiwan’s EFL context, given that most of its grammar classrooms are still employing conventional approaches, including the Grammar Translation method, even if they are not inclined towards them. The article concludes with a discussion of DDL’s effects on future EFL grammar classes and possible avenues for further studies.

scholarly journals A Holistic Framework for Evaluating Adaptation Approaches to Coastal Hazards and Sea Level Rise: A Case Study from Imperial Beach, California

Water ◽  
2021 ◽  
Vol 13 (9) ◽  
pp. 1324
Author(s):  
David Revell ◽  
Phil King ◽  
Jeff Giliam ◽  
Juliano Calil ◽  
Sarah Jenkins ◽  
...  
Keyword(s):  
Sea Level Rise ◽  
Sea Level ◽  
Public Trust ◽  
Adaptation Strategy ◽  
Public Benefits ◽  
Study Results ◽  
Local Risk ◽  
Over Time

Sea level rise increases community risks from erosion, wave flooding, and tides. Current management typically protects existing development and infrastructure with coastal armoring. These practices ignore long-term impacts to public trust coastal recreation and natural ecosystems. This adaptation framework models physical responses to the public beach and private upland for each adaptation strategy over time, linking physical changes in widths to damages, economic costs, and benefits from beach recreation and nature using low-lying Imperial Beach, California, as a case study. Available coastal hazard models identified community vulnerabilities, and local risk communication engagement prioritized five adaptation approaches—armoring, nourishment, living shorelines, groins, and managed retreat. This framework innovates using replacement cost as a proxy for ecosystem services normally not valued and examines a managed retreat policy approach using a public buyout and rent-back option. Specific methods and economic values used in the analysis need more research and innovation, but the framework provides a scalable methodology to guide coastal adaptation planning everywhere. Case study results suggest that coastal armoring provides the least public benefits over time. Living shoreline approaches show greater public benefits, while managed retreat, implemented sooner, provides the best long-term adaptation strategy to protect community identity and public trust resources.

Designing Dynamic Logotypes to Represent Data

2019 ◽  
Vol 8 (1) ◽  
pp. 16-30
Author(s):  
Jéssica Parente ◽  
Tiago Martins ◽  
João Bicker ◽  
Penousal Machado
Keyword(s):  
Female Students ◽  
Design Approach ◽  
Data Driven ◽  
Male And Female ◽  
The Creation ◽  
Academic Information ◽  
The University ◽  
Over Time

This work explores how data can influence the design of logotypes and how they can convey information. The authors use the University of Coimbra, in Portugal, as a case study to develop data-driven logotypes for its faculties and, subsequently, for its students. The proposed logotypes are influenced by the current number of students in each faculty, the number of male and female students, and the nationality of the students. The resulting logotypes are able to portray the diversity of students in each faculty. The authors also test this design approach in the creation of logotypes for the students according to their academic information, namely the course and number of credits done. The resulting logotypes are able to adapt to the current students, evolving over time with the departure of students and admission of new ones.

scholarly journals “Foreign Language Creation” and “Textless Back Translation”: A Case Study on Turkish Translations of Jason Goodwin’s Ottoman-Themed Works Written in English

2020 ◽  
Vol 10 (5) ◽  
pp. 107 ◽  
Author(s):  
Merve Avşaroğlu ◽  
Ayşe Banu Karadağ
Keyword(s):  
Foreign Language ◽  
Translation Method ◽  
Research Subjects ◽  
Translation Research ◽  
Foreign Culture ◽  
Back Translation ◽  
Text Information ◽  
Translation Methods ◽  
Specific Culture

The aim of this article is to examine the first two books in Jason Goodwin’s detective Yashim series and their Turkish translations in terms of “back translation”. Research subjects are The Janissary Tree (2006) and its Turkish translations by Çiğdem Öztekin dated 2006 and by Fethi Aytuna dated 2016 as well as The Snake Stone (2007) and its Turkish translations by Ali Cevat Akkoyunlu dated 2007 and by Fethi Aytuna dated 2017. The theoretical framework is based on the concepts of “foreign language creation”, a text describing a specific culture in a foreign language, and “textless back translation”, translation of a “foreign language creation” back into the language of that specific culture. Describing the Ottoman culture in English, Goodwin’s books can be considered as “foreign language creation” while their Turkish translations, which bring the culture back into its own land, can be considered as “textless back translation”. Depicting a foreign culture in his own language, thereby acting as a translator, the writer’s decisions are discussed within the choice of translation method in “foreign language creation”. Translating a “foreign language creation” back into Turkish, the translators’ decisions are discussed within the choice of translation method in “textless back translation”. In this respect, Ting Guo’s (2017) article entitled “On Foreign Language Creation and Rootless Back Translation–A Case Study of Snow Flower and the Secret Fan” is taken as the reference point and the categories of translation methods are expanded with regard to textual findings. It is concluded that individual translation decisions of the Turkish translators support the idea that translators from the domestic culture might take the initiative to rearrange the source text information in their target text.

scholarly journals Grammar Translation Method: Current Practice In EFL Context

2019 ◽  
Vol 4 (1) ◽  
pp. 187
Author(s):  
Milawati Milawati
Keyword(s):  
Current Practice ◽  
Mother Tongue ◽  
Translation Method ◽  
Classroom Observations ◽  
Efl Context ◽  
Field Notes ◽  
Research Questions ◽  
Grammar Translation Method ◽  
Videotape Recording

This paper reports the findings of a case study investigating Grammar Translation Method (GTM) through mother tongue, much-isolated words, and putting words together in grammar class to scaffold students’ learning. Mixed methods, classroom observations, field-notes and videotape recording, were employed to collect the data. The data gained, then, transcribed and classified by using code. The selected data is displayed into table and analyzed descriptively. While validating data is done by crosschecking  the result of data analysis of each methods. The data is reported in regard with the result of findings and discussion to answer the research questions of this study. Findings indicate that among three types of GTM, the use of mother tongues was frequently used to give instruction.Other findings show that much-isolated words were used to introduce new vocabulary, and putting words together were used to explain topic discussion. Some changes to create effective GTM through other types of GTM was also discussed.

scholarly journals Vocational High School Teachers' Beliefs on Teaching Speaking Skills in English as a Foreign Language

2020 ◽  
Vol 20 (3) ◽  
pp. 335-346
Author(s):  
Khairunnisa Khairunnisa ◽  
Dadang Sudana ◽  
Rojab Siti Rodliyah
Keyword(s):  
Foreign Language ◽  
High School Teachers ◽  
Teaching Strategy ◽  
Vocational High School ◽  
School Teachers ◽  
Beliefs And Practices ◽  
Study Results ◽  
Teachers Beliefs ◽  
English Speaking

Before improving and developing the best method for teaching speaking in vocational schools, teachers' beliefs and beliefs should be unpacked to know how far the understanding of them. This article presents a case study that examined vocational school teachers' beliefs and practices to do teach as a foreign language, especially speaking comprehension. Based on the case study, four teachers were asked to fill the questionnaire to get the information about their beliefs; forty students were confirming the practices of those beliefs in the classroom through questionnaires. Findings unfolded English teachers' views related to their roles, the students' positions, the effective English speaking teaching, the language used in the classroom, and the goals of teaching speaking. Based on the students' statement, the convergence of educators' beliefs to practices arrived at half of the teachers. The study results give teachers implications for constructing valid thoughts and provides an overview for stakeholders to decide an efficient teaching strategy.

scholarly journals The Development, Transformation, and Use of The Children's Language

2021 ◽  
Vol 5 (3) ◽  
pp. 471
Author(s):  
Henny Dewi Koeswanti
Keyword(s):  
Language Development ◽  
Foreign Language ◽  
Informal Education ◽  
Mother Tongue ◽  
National Language ◽  
Code Mixing ◽  
Analysis Technique ◽  
Study Results ◽  
Program Data

There are still many children who have difficulty learning foreign languages. In addition, children also have difficulty in memorizing foreign language vocabulary. Language development for children has a dynamic nature because many factors can influence it. This study aims to identify various forms of language development and transformation experienced by students and students of TPA. This type of research is qualitative research. The research method used in this study is a case study on the development, transformation, and use of language by children who are members of TPA students. This case study was conducted to identify the phenomenology of dynamic use and development of children's language through the TPA program. Data were collected through observation and interviews. The data analysis technique is descriptive qualitative analysis. The study results indicate that there is a development, transformation, and use of a unique and exciting language that is influenced by the context of TPA as the realm of informal education based on Islamic education. This is evident from the various forms of language used by children who experience vocabulary development until they are transformed into code-switching and Arabic code-mixing. The use of Arabic can be seen as an opportunity because it can increase children's knowledge and vocabulary, but at the same time, it can also be seen as a threat to the survival of the mother tongue and national language for children.

The Development of Speaking Skills using the Immersion Teaching Model: A Case Study of a 5th Grade Greek Primary Class in an EFL Context

2017 ◽  
Vol 2 (4) ◽  
Author(s):  
Athina Nteli ◽  
Makrina Zafiri
Keyword(s):  
Foreign Language ◽  
Student Motivation ◽  
Initial Level ◽  
Speech Development ◽  
Teaching Model ◽  
Efl Context ◽  
Research Findings ◽  
5Th Grade ◽  
Speaking Skills

This paper investigates the development of students’ speaking skills, using the Immersion Teaching Model (ITM) as a form of process differentiation. It aims to explore whether the ITM intervention in an English as a Foreign Language (EFL) context will have an impact on the students’ speech development and motivation, and will furthermore investigate its feasibility as a teaching approach. A 5th Grade class of a Greek state Primary school was used and action research was implemented. The research findings revealed enhancement of the speaking skills for the students that have at least an initial level of language speaking competence, but no difference was detected for the students of no speaking competence, indicating the need for further differentiation. However, the ITM intervention was proven feasible to use in the EFL classroom and highly affective to student motivation. The implications of the present research for the EFL context have shown that the ITM is flexible enough to accommodate the diverse educational needs, and benefit meaningful speech production if appropriately applied.

The Symbiotic Energy of [Complex Content]+[Foreign Language]

2020 ◽  
pp. 37-61
Author(s):  
Yen-Ling Teresa Ting
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Three Dimensional ◽  
Disciplinary Literacy ◽  
Three Dimensional Model ◽  
Disciplinary Knowledge ◽  
Language Complexity ◽  
Disciplinary Discourse ◽  
Study Results

This chapter addresses academic disciplinary literacy, the ability to use disciplinary discourse to formulate and learn discipline-specific ideas correctly, and also use condoned ways of languaging to share disciplinary knowledge eloquently. Disciplinary literacy also concerns L1 content education; however, the existence of “foreign language” within the EMI/CLIL instructional milieu further amplifies this challenge. This chapter addresses this challenge by evolving traditional EFL-models of language-learning into an “EMI/CLIL-concept-language-complexity model,” which correlates complex disciplinary concepts with complex disciplinary discourse with complex foreign disciplinary discourse. Using this three-dimensional model, translanguaging materials were designed so to make “foreign language” a conduit that seamlessly chaperones students through disciplinary knowledge coded in L1-BICS, L1-CALP, FL-BICS, and FL-CALP. Translanguaging materials are presented plus case-study results confirming not only students' comprehension of disciplinary concepts but also their assimilation of complex disciplinary discourses.

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