scholarly journals Assessing learners’ needs for practising spoken Icelandic L2 with the mobile app TALAÐU!

2021 ◽  
pp. 267-272
Author(s):  
Fanny Sissoko ◽  
Branislav Bédi
Keyword(s):  
Learning Styles ◽  
Real Life ◽  
Spoken Language ◽  
Mobile App ◽  
Language Ability ◽  
Innovative Strategy ◽  
Language And Culture ◽  
Study Approach ◽  
Stage Of Development ◽  
Culture Environment

This article presents results from a human-centred approach study to designing a mobile app TALAÐU!, which aims at assisting learners of Icelandic as a second language (L2) with spoken language practice. The main goal of the app would be to encourage learners to have real-life conversations with Icelandic speakers by accomplishing conversational missions. In the first stage of development, a qualitative deep-method needs study in the form of interviews was conducted with 19 migrants from 14 different countries, who permanently live in Iceland. Results indicated that learners have five core needs for practising spoken language: connection, confidence, clarity, growth, and convenience. Based on different learning styles and confidence in speaking rather than language ability, three main learner profiles were indicated: ‘diving in’, ‘learning with caution’ and ‘dipping a toe’. Both the learners’ needs and the profiles would drive the design of the learning app to personalise and maximise the learner experience with practising spoken L2. This human-centred study approach suggests an innovative strategy in designing a learning app for practising L2 in a specific language and culture environment.

Exploring trainers’ engaging instructional practices: a collective case study

2016 ◽  
Vol 40 (2) ◽  
pp. 111-127 ◽  
Author(s):  
Vishal Arghode ◽  
Jia Wang
Keyword(s):  
Learning Styles ◽  
Learning Outcomes ◽  
Training Session ◽  
Research Area ◽  
Small Sample ◽  
Training Context ◽  
Content Type ◽  
Collective Case Study ◽  
Study Approach

Purpose – This study aims to explore the phenomenon of training engagement from the trainers’ perspective. Specifically, two questions guided this inquiry. First, how do trainers define engagement in the training context? and What strategies do trainers use to engage trainees? Design/methodology/approach – The collective case study approach was adopted for this qualitative study. Seven cases were selected for in-depth analyses. Data were collected through individual, face-to-face interviews and analyzed using the constant comparative analysis method. Findings – Major findings suggest that engaging training practices take various forms. They include being trainee-centered, maximizing learning through entertaining and interesting instruction, accommodating different learning styles, eliciting trainee participation by creating an encouraging learning environment and connecting with trainees by building rapport early in a training session. Research limitations/implications – The small sample limits the generalizability of the findings. However, this study expands training literature by focusing on an under-explored research area, the role of engaging trainees in maximizing learning outcomes. Practical implications – For trainers, this study offered some specific strategies they can use to engage learners in the training context to achieve desired learning outcomes. In addition, the seven cases selected for this study may be used as a benchmark against which both experienced and novice trainers compared their own practices. Originality/value – This is one of very few qualitative studies with a focus on emotional aspects involved in training. The rich data from this study shed light on areas for future improvement, particularly regarding how to effectively engage trainees to maximize learning outcomes.

scholarly journals Training of a future social professional for the formation of safe adolescent behavior in social networks

2021 ◽  
Keyword(s):  
Social Networks ◽  
Information Exchange ◽  
Professional Training ◽  
Social Groups ◽  
Real Life ◽  
Well Being ◽  
The Internet ◽  
Stage Of Development ◽  
Safe Behavior ◽  
Definition Of

The article analyzes different approaches to the definition of «social networks» as technological complexes of organization and management of electronic information exchange among the subjects of social relations, united by common interests, information needs and skills. Based on the analysis of the scientific literature the essential characteristics of social networks that affect the formation and development of the adolescent's personality are revealed. Role of social networks at the present stage of development of society, which is manifested in the representation of interests not only of social groups but also of entire social groups, is defined in the article. The negative impact of social networks on the personality of the adolescent, which is manifested in the expansion of adolescents in cyberspace, the desire for independence and adulthood, selfexperimentation, which leads to risky activities both on the Internet and in real life are revealed. Concept of safe behavior in social networks as a set of actions of the individual when using the Internet, helping to meet the needs and at the same time prevent the possibility of causing damage to physical, mental, social well-being and property of man and others is analyzed. The basic rules of safe behavior in social Internet communities are highlighted. The structural components of safe behavior of adolescents in social networks are singled out: cognitive, motivational and actionreflexive; the concept of «professional training of future social professionals for the formation of safe behavior of adolescents in social networks» is revealed. Readiness is revealed as a result of the process of training future social specialists for professional activity on the formation of safe behavior of adolescents in social networks; the author's definition of the concept «readiness of future social professionals to form safe behavior of adolescents in social networks» is given. Components of readiness of future social workers to form safe behavior of teenagers in social networks, such as cognitive, motivational-personal and activity, are described.

Parenting Stress, Self-Efficacy, and Involvement: Effects on Spoken Language Ability Three Years After Cochlear Implantation

2021 ◽  
Vol 42 (10S) ◽  
pp. S11-S18
Author(s):  
Ivette Cejas ◽  
Christine M. Mitchell ◽  
David H. Barker ◽  
Christina Sarangoulis ◽  
Laurie S. Eisenberg ◽  
...  
Keyword(s):  
Parenting Stress ◽  
Cochlear Implantation ◽  
Self Efficacy ◽  
Spoken Language ◽  
Language Ability

Putting Across Tangibility

2018 ◽  
pp. 211-225
Author(s):  
Dieu Hack-Polay
Keyword(s):  
Critical Thinking ◽  
Everyday Life ◽  
Real Life ◽  
Teaching Process ◽  
Learning And Teaching ◽  
Study Approach ◽  
Organisational Behaviour ◽  
Approach To Teaching ◽  
The Subject

This chapter examines a case study-approach to teaching organisational behaviour. It explains the effectiveness of the use of case study in teaching the subject which is often termed theoretical and complex. The chapter advocates that the use of real life organisational cases can make the learning and teaching process more tangible and contribute to the development of critical thinking. The chapter specifically supports the view that there are aspects of organisational behaviour that are visible in both everyday life of individuals and groups. If lecturers could bring this up in the delivery of the OB curriculum, the learners, who are future managers and supervisors, could connect the learning experiences to reality, which could lead them to a better academic understanding and later effective practitioners.

INSPIRE sustainability internships

2019 ◽  
Vol 20 (3) ◽  
pp. 452-469 ◽  
Author(s):  
Carolyn Susan Hayles
Keyword(s):  
Small Sample Size ◽  
Real Life ◽  
Small Sample ◽  
Multiple Sources ◽  
Student Body ◽  
Content Type ◽  
Study Approach ◽  
Life Context ◽  
The University

Purpose This paper aims to explore the outputs of an internship programme, one of a number of campus-based sustainability activities that have been introduced at the University of Wales, Trinity Saint David, to encourage student-led campus-based greening initiatives. Design/methodology/approach A case study approach was undertaken, allowing the researcher to investigate the programme in its real-life context. The researcher used multiple sources of evidence to gain as holistic a picture as possible. Findings Interns report positive changes in their behaviours towards sustainability, s well as encouraging feedback on their experiential learning, the development of their soft skills and the creation of new knowledge. Moreover, students communicated perceived benefits for their future careers. The reported outcomes reflect mutually beneficial relationships for student and institution, for example, raising the profile of campus greening activities and supporting the University’s aim to embed sustainability throughout its campus, community and culture. Research limitations/implications The researcher recognises the limitations of the research, in particular, the small sample size, which has resulted primarily in qualitative results being presented. Practical implications Feedback from previous interns will be used to shape future internships. In particular, Institute of Sustainable Practice, Innovation and Resource Effectiveness (INSPIRE) will look for opportunities to work more closely with University operations, departments, faculties and alongside University staff, both academic and support staff. Social implications Following student feedback, INSPIRE will give students opportunities for wider involvement, including an opportunity to propose their own projects to shape future internships that meet the needs of student body on campus. Originality/value Despite being one case study from one institution, the research highlights the value of such programmes for other institutions.

Innovative, creative VARK learning styles improvement strategies

2018 ◽  
Vol 8 (3) ◽  
pp. 87-93
Author(s):  
Ezzat Tabatabei
Keyword(s):  
Learning Styles ◽  
Learning Outcomes ◽  
Learning Style ◽  
Learning Experience ◽  
Real Life ◽  
Self Disclosure ◽  
Knowledge And Skills ◽  
Improvement Strategies ◽  
Significant Research ◽  
Mental Abilities

Learning styles are different ways of understanding information. There are a lot of models and theories about learning styles one of which is the learning styles of VARK_ Visual, Audio, Read/Write, Kinaesthetic. Learners may have diverse mental abilities, affective orientations, motivations, and perseverance, but they can all use productive creative strategies. Also, significant research indicates that student self-disclosure plays an important role in the learning experience and producing positive learning outcomes. If student’s self-disclosure is based on their learning style, best results can be achieved. The main purpose of this article is to explain a scheme for improving the process of learning. In deeper learning uses their knowledge and skills in a way that prepare students for real life. So student self-disclosure with using senses according to VARK learning style leads to a deeper learning.   Key words: learning styles VARK; self-disclosure; deeper learning; learning style

The relational capital of micro-enterprises run by women: the startup phase

VINE ◽  
2015 ◽  
Vol 45 (2) ◽  
pp. 172-197 ◽  
Author(s):  
Paola Paoloni ◽  
John Dumay
Keyword(s):  
Real Life ◽  
Personal Characteristics ◽  
Work And Family ◽  
Relational Capital ◽  
Female Entrepreneurs ◽  
Content Type ◽  
Study Approach ◽  
Start Up ◽  
Current Events ◽  
Micro Enterprises

Purpose – The purpose of this paper is to investigate how relational capital contributes to the startup phase of women-owned micro-enterprises. The motivation for the study stems from the fact that micro-enterprises are key drivers of economic growth and that woman entrepreneurs are key developers of these businesses. Design/methodology/approach – To gather data for our study, a qualitative research methodology was adopted using a case study approach based on examining current events of real life in depth (Yin, 2009). Nine cases of micro-enterprises run by women are analysed, focusing on the management of the start-up phase to investigate the nature and role of the relationships that are activated by the entrepreneurs. Findings – The paper develops the CAOS model of micro-entrepreneurship, examining the personal characteristics of the female entrepreneur (C); the environment in which the micro-enterprise operates (A); organizational and managerial aspects (O); and the motivations for starting a new business (S). Using this model, the authors’ are able to link these factors and classify different types of connections, it is possible to identify the kind of existing relations. From the analysis, it was found that a predominant use of networks characterized by informal and permanent relations, supporting the need to reconcile work and family and to involve relatives and friends in the network. This emphasizes the lack of strategy in the female-run micro-enterprises. Originality/value – Given that female entrepreneurship is regarded as central to the development and welfare of economies, the deepening of knowledge of how women entrepreneurs manage the start-up of her business can contribute to improving the effectiveness policies aimed at promoting the participation of female entrepreneurs in the economy.

A Longitudinal Study of the Speech Behavior and Language Comprehension of Fourteen Children Diagnosed Atypical or Autistic

1966 ◽  
Vol 33 (1) ◽  
pp. 19-26 ◽  
Author(s):  
Wilbert Pronovost ◽  
M. Phillip Wakstein ◽  
D. Joyce Wakstein
Keyword(s):  
Language Comprehension ◽  
Conditioned Response ◽  
Voice Quality ◽  
Spoken Language ◽  
Case Study Approach ◽  
Study Approach ◽  
Clinical Observations ◽  
Linguistic Comprehension ◽  
General Functioning

A case study approach used informal and controlled clinical observations and analyses of tape recordings during a two year period to develop detailed descriptions of the speech behavior, language comprehension, and general functioning of fourteen institutionalized children diagnosed autistic or atypical. In speech behavior, the children could be classified as a talking group, from whom identifiable words were heard, or a vocalization group, from whom phonations were heard without any resemblance to words. The talking group's speech was composed almost entirely of echolalia or delayed echolalia. The vocalization group produced prolonged, monotonal, syllabic type vocalizations (consonant-vowel combinations) at extremes of high and low pitch and loudness levels with deviant voice quality. Reaction to the spoken language of adults by both groups seemed to be limited to a form of conditioned response to the total situation (i.e., to gestural, tonal, or situational clues) with no readily identifiable linguistic comprehension. The responses of the children to visual and auditory stimuli were strongly indicative of cognitive and perceptual dysfunction.

The Free State University integrated reporting: a critical consideration

2015 ◽  
Vol 16 (2) ◽  
pp. 443-462 ◽  
Author(s):  
Stefania Veltri ◽  
Antonella Silvestri
Keyword(s):  
Real Life ◽  
State University ◽  
Integrated Reporting ◽  
Content Type ◽  
Stakeholder Relationships ◽  
Study Approach ◽  
Depth Analysis ◽  
Social Capitals ◽  
International Integrated Reporting Council

Purpose – The purpose of this paper is to explore the integrated report (IR) of a South African public university (UFS), by comparing it with the International Integrated Reporting Council (IIRC) framework, to verify whether UFS IR matches the IIRC framework main aims, which is integrating IC and non-IC information into a single report for stakeholders. Design/methodology/approach – The paper employs the case study approach, which is appropriate when a researcher needs to conduct a holistic and in-depth analysis of a complex phenomenon in its real-life context. As such, this method is particularly suitable for exploring intellectual and social capitals, which is complex and context-dependent by nature. Findings – UFS IR includes the content elements of the IIRC framework as labels, but it does not deepen their meaning. As regards the IIRC guidelines principles, the analysis of the UFS IR shows that it does not seem to follow them. Briefly, the data do not have an outlook orientation, the information is not interconnected, the stakeholder relationships are not highlighted and the organisational ability to create value is not disclosed. Research limitations/implications – The implications based on the “bad” experience of UFS IR aims to extend the findings of the case study by shedding light on the levers and the barriers that managers have to face when implementing an IRing project in their organisations. Originality/value – To the best of the knowledge the research is the first investigating the IR theme in the public sector, specifically the higher education sector, dealing with disclosing IC (and non-IC) information within a new reporting mode: the IR.

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