scholarly journals Q methodology for post-social-turn research in SLA

2014 ◽  
Vol 4 (1) ◽  
pp. 13-32 ◽  
Author(s):  
Kay Irie
Keyword(s):  
Language Learning ◽  
Quantitative Research ◽  
Q Methodology ◽  
Cognitive Approach ◽  
Quantitative Research Methods ◽  
Learning And Teaching ◽  
Research And Teaching ◽  
Wide Range ◽  
Holistic Understanding ◽  
Unique Approach

Q methodology, an approach to inquiry on the subjective views about a complex phenomenon/issue which has been increasingly employed in a wide range of social science fields has not yet been applied in language learning and teaching research. It is a unique approach that has characteristics of both qualitative and quantitative research methods. The purpose of the present paper is to introduce Q methodology as an alternative approach and demonstrate its potential to respond to the needs of the field that has been expanding in its epistemological diversity since the social turn (Block, 2003; Ortega, 2012). The relevance of the methodology for SLA research will be discussed with a particular focus on the parallels between the development of the methodology in the 1930s and current criticisms towards the traditional cognitive approach in SLA. Using a published study (Irie & Ryan, 2014), the author explains how the focus on the holistic understanding of subjectivity is built into the procedure. Suggestions for possible areas of research and teaching in which Q methodology could be applied are discussed.

The human factor: assessing individuals’ perceptions related to cybersecurity

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Susan Ramlo ◽  
John B. Nicholas
Keyword(s):  
Computer Security ◽  
Quantitative Research ◽  
Q Methodology ◽  
Educational Interventions ◽  
Public And Private ◽  
College Majors ◽  
Content Type ◽  
Quantitative Research Methods ◽  
Security Breaches ◽  
Study Participants

Purpose The purpose of this paper is to reveal and describe the divergent viewpoints about cybersecurity within a purposefully selected group of people with a range of expertise in relation to computer security. Design/methodology/approach Q methodology [Q] uses empirical evidence to differentiate subjective views and, therefore, behaviors in relation to any topic. Q uses the strengths of qualitative and quantitative research methods to reveal and describe the multiple, divergent viewpoints that exist within a group where individuals sort statements into a grid to represent their views. Analyses group similar views (sorts). In this study, participants were selected from a range of types related to cybersecurity (experts, authorities and uninformed). Findings Four unique viewpoints emerged such that one represents cybersecurity best practices and the remaining three viewpoints represent poor cybersecurity behaviors (Naïve Cybersecurity Practitioners, Worried but not Vigilant and How is Cybersecurity a Big Problem) that indicate a need for educational interventions within both the public and private sectors. Practical implications Understanding the divergent views about cybersecurity is important within smaller groups including classrooms, technology-based college majors, a company, a set of IT professionals or other targeted groups where understanding cybersecurity viewpoints can reveal the need for training, changes in behavior and/or the potential for security breaches which reflect the human factors of cybersecurity. Originality/value A review of the literature revealed that only large, nation-wide surveys have been used to investigate views of cybersecurity. Yet, surveys are not useful in small groups, whereas Q is designed to investigate behavior through revealing subjectivity within smaller groups.

Podcasting as a Next Generation Teaching Resource

2009 ◽  
pp. 350-365 ◽  
Author(s):  
Jenny Ang Lu
Keyword(s):  
Language Learning ◽  
English Language ◽  
Language Education ◽  
Language Teachers ◽  
Learning And Teaching ◽  
Efl Context ◽  
Wide Range ◽  
Potential Applications ◽  
English Language Teachers ◽  
Almost All

This chapter aims to investigate how podcasts can be made to fit into the repertoire of resources utilized by teachers, especially in language education. It focuses on arming the language teacher with a fundamental knowledge of podcasting, centering on its potential applications in the classroom. Podcasts are ideal resources for language teachers, especially English language teachers, because almost all topics imaginable are now being treated in podcasts and the bulk of podcasts are recorded in English. Aside from making use of language-teaching podcasts, language teachers can also incorporate English language podcasts dealing with a wide range of issues to cater to the varying preferences of students. In addition to discussing these points, this chapter also provides suggestions for the practical incorporation of podcasts in language learning and teaching, both inside and outside the classroom. Two case studies demonstrating possible ways to use podcasts in an English as a Foreign Language (EFL) context are presented.

A Case Study of English Language Learning Strategies for University Students of Engineering Design Specialty

2013 ◽  
Vol 477-478 ◽  
pp. 1541-1544
Author(s):  
Yong Hong Sun ◽  
Xiao Wei Jiang ◽  
Ling Zheng ◽  
Xiang Dong Xu
Keyword(s):  
University Students ◽  
Language Learning ◽  
Engineering Design ◽  
Learning Strategies ◽  
Quantitative Research ◽  
English Language ◽  
Cognitive Strategies ◽  
Social Strategies ◽  
Language Learning Strategies ◽  
Quantitative Research Methods

This research aims at investigating language learning strategies of students of English as a foreign language in China. Using the questionnaire SILL as an instrument, qualitative and quantitative research methods are used. 33 valid questionnaires of university students of Engineering Design Specialty have been collected. The data have been analyzed using SPSS Version 20. The results show that the university students of Engineering Design Specialty sometimes use the English learning strategies at medium level. They sometimes use Compensation strategies, Cognitive strategies, Metacognitive strategies, Affective strategies and Social strategies, and they generally do not use Memory strategies.

scholarly journals Empirical studies on foreign language learning and teaching in China (2008–2011): A review of selected research

2013 ◽  
Vol 47 (1) ◽  
pp. 56-79 ◽  
Author(s):  
Xuesong (Andy) Gao ◽  
Yanyi Liao ◽  
Yuxia Li
Keyword(s):  
Language Learning ◽  
English Language ◽  
Empirical Studies ◽  
Foreign Language Learning ◽  
Language Teachers ◽  
Language Performance ◽  
Learning And Teaching ◽  
Wide Range ◽  
Research Scholarship ◽  
Teachers Professional Development

In this review, we highlight 60 articles from 1,120 empirical studies in leading language learning and teaching journals published on the Chinese mainland during the years 2008–2011. In preparing the review, we have found Chinese researchers addressing a wide range of topics including language learners’ cognitive processes, their language performance, and language teachers’ professional development. The selected studies document a variety of approaches to improving the teaching of the English language and meeting the demand for proficient English graduates in China. In addition, we have observed that leading Chinese journals have become more receptive to empirical studies and have published an increasing number of qualitative and mixed method studies. However, we also note that research scholarship in those journals is still beset with problems and there is a pressing need for our Chinese colleagues to become ‘discerning’ producers of scholarship. For this reason, we conclude this review with recommendations to Chinese journals, to help them play an even more significant role in promoting high quality empirical research in the future.

scholarly journals TEACHING LISTENING USING TOEIC APPLICATION

2018 ◽  
Vol 1 (4) ◽  
pp. 486
Author(s):  
TUTI KARMIATI ◽  
Yulyayu Kurniawati
Keyword(s):  
Language Learning ◽  
Quantitative Research ◽  
Teaching And Learning ◽  
Research Subjects ◽  
Teaching English ◽  
Quantitative Research Methods ◽  
Academic Context ◽  
Spoken English ◽  
Conducting Research ◽  
Learning English

In a modern era many students like to learn english easily, many students learn english with listening something, like listening music in their mobile phone or in the radio, in this era we can find the western song in many place, like in the mall, radio, and so on. So we can hear the western song and learn listening english easily. Teaching listening is teaching students to learn to listen to languages and conversations using the ear. The reason for students being able to listen to spoken English is by letting them listen to variations and accents rather than just the teachers voice with its own idiosyncrasies. Listening is a very important skill in language learning and can’t be underestimated especially in an academic context and is separated in language so that listening has an important role in teaching the language including teaching English. The purpose of this study is to find out how English teacher use TOEIC applications in listening to students and how students respond to the use of TOEIC applications in student listening. Most students argue that the hardest is listening, and some of them even have difficulties in understanding the teachers who are teaching English. It states that students still have difficulty in listening and become one of the obstacles in learning English. The used of media as a tool or means in teaching and learning English that is very useful for students and teachers. This research is to know how big influence of TOEIC application media in learning to listen English. The design taken in this study is pre-experimental design and the author also uses quantitative research methods in conducting research. Subjects in this study were students of class XI AKP1 in SMKN 2 Karawang which amounted to 32 students as a sample. The author used a listening test to collect data. The procedure used in this research is pretest, treatment and posttest. Pretest was given to students to measure their knowledge before treatment, treatment is the researcher teach about TOEIC application, and posttest is a final result from the treatment.

scholarly journals THE EFFECTIVENESS OF COOPERATIVE LANGUAGE LEARNING IN TEACHING VOCABULARY

2016 ◽  
Vol 5 (2) ◽  
pp. 269-281
Author(s):  
Wahyu Trimastuti
Keyword(s):  
Language Learning ◽  
Quantitative Research ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Initial Step ◽  
Traditional Learning ◽  
Learning Method ◽  
Learning And Teaching ◽  
Engineering Teams ◽  
Language Teaching And Learning

This study aims to determine whether the Cooperative Language Teaching and Learning method is more effective than the traditional learning to teach vocabulary. This is an experimental quantitative research. The population for this study is freshmen majoring in management. The use of Cooperative Language Teaching and Learning method through engineering teams-games-tournament (TGT) in the English vocabulary learning is considered to be effective, creative, and fun to increase the students’ motivation to learn and to improve their vocabulary mastery. The findings showed that the Cooperative Language Teaching and Learning is an effective method to teach vocabulary. It is, thus, recommended that (1) the Cooperative Language Learning and Teaching improve the students’ ability to remember vocabulary, (2) students are expected to be more active in the learning process in order to improve the ability to solve the problem of vocabulary (3) the results of this study can be used as an initial step to hold further research.

Research Methods in the Social Sciences: An A-Z of key concepts

2021 ◽  
Keyword(s):  
Social Sciences ◽  
Research Methods ◽  
Quantitative Research ◽  
Academic Disciplines ◽  
Current Status ◽  
Quantitative Research Methods ◽  
Qualitative And Quantitative ◽  
The Social ◽  
Wide Range ◽  
Key Concepts

Research Methods in the Social Sciences features chapters that cover a wide range of concepts, methods, and theories. Each chapter begins with an introduction to a method, using real-world examples from a wide range of academic disciplines, before discussing the benefits and limitations of the approach, its current status in academic practice, and finally providing tips and advice on when and how to apply the method in research. The text covers both well-established concepts and emerging ideas, such as big data and network analysis, for qualitative and quantitative research methods.

scholarly journals Short Stories: Analyzing Preservice Language Teachers’ Narratives

2021 ◽  
Vol 45 (6) ◽  
pp. 19
Author(s):  
Peter Clements
Keyword(s):  
Preservice Teachers ◽  
Language Learning ◽  
Short Story ◽  
Prospective Teachers ◽  
Qualitative Data ◽  
Language Teachers ◽  
Teaching Practicum ◽  
Learning And Teaching ◽  
Research And Teaching ◽  
The Everyday

Short story analysis is a technique in which extracts from qualitative data such as interviews and diary entries are examined for their narrative elements (people, place, time) and then connected to increasingly larger scales of context. I argue that this technique can positively inform research and teaching involving preservice language teachers because it encourages participants to systematically reflect on experience and what makes it meaningful. I exemplify the analysis by applying it to extracts from interviews with two preservice teachers about a teaching practicum, which demonstrates how contextual issues related to language learning and teaching can impact the everyday lives of prospective teachers. I conclude by discussing some of the implications of this approach for research and teaching involving preservice language teachers. ショートストーリー分析は、インタビューや日記などから抽出した質的データの中のナラティヴな要素（人、場所、時間）を調べ、それを徐々に、より大きな広がりのある文脈へと結び付ける分析方法である。この方法では、調査の参加者に自分の体験がどういう意義をもつか系統だった振り返りをさせることができるので、特に言語教師を目指している学生に関わる研究や教育には有用であると思われる。分析方法を例示するために2人の教職課程在籍の学生へのインタビューから実習科目についての抜粋を分析し、結果として、語学学習と教育に関する課題が将来の教師の日常生活にどのような影響を与えるかを示すことができた。最後に、言語教師を目指している学生についての研究と教育に対するこのアプローチの示唆を示して結論とした。

scholarly journals An Overview and Synthesis of Research on English Loanwords in Japanese

2020 ◽  
Vol 9 (1) ◽  
pp. 33-50
Author(s):  
David Allen ◽  
Keyword(s):  
Language Learning ◽  
Future Research ◽  
Reference List ◽  
Attitudes And Beliefs ◽  
Learning And Teaching ◽  
Wide Range ◽  
International Learning ◽  
Published Research ◽  
Japanese English ◽  
Learning And Instruction

Loanwords in Japanese that share form and meaning with English words are referred to as Japanese-English cognates (e.g., ラジオ /radӡio/ “radio”) and are of fundamental concern for researchers concerned with vocabulary learning and instruction. This concern is reflected in the growing body of research into Japanese-English cognates in applied linguistics, which has addressed a wide range of questions in different contexts and with various methodologies. However, the research relevant to applied linguists appears not only in various domestic and international learning- and teaching-focused publications, but also in the feeder disciplines of linguistics, sociolinguistics and psycholinguistics. Consequently, identifying published research on Japanese-English cognates presents a considerable challenge for the applied linguist, which may in turn hinder progression in the field. Therefore, this article reports a comprehensive yet non-exhaustive literature search, which yielded a corpus of 130 research publications, for which a full reference list is provided. Furthermore, an overview and synthesis of the research is given, illustrating how cognates are typically treated in the feeder disciplines and in studies focusing on language learning and/or teaching, and assessment. Based on this synthesis, the following key areas for future research are identified: learners’ identification and use of cognates in English, their knowledge of loanwords in Japanese, their attitudes and beliefs towards cognates, researchers’ categorisation of cognates, whether classroom teaching approaches to cognates impact learning outcomes, and the extent of the cognate advantage in a range of assessment formats.

Blogs as Research and Teaching Resources for Accounting Academics

2015 ◽  
Vol 30 (2) ◽  
pp. 183-202
Author(s):  
Glen L. Gray
Keyword(s):  
Literature Review ◽  
Quantitative Research ◽  
Teaching Resources ◽  
Quantitative Research Methods ◽  
Specific Subject ◽  
Qualitative And Quantitative ◽  
Current Accounting ◽  
Accounting Practice ◽  
Research And Teaching ◽  
Current Events

ABSTRACT A blog is a website maintained by an individual or group of individuals that includes observations and opinions regarding a specific subject matter. This paper explores the opportunities and issues regarding blogs as accounting research and teaching resources. While locating applicable blogs is challenging, they can be valuable resources regarding current events and their archives provide perspectives that can cover several years. For research, blogs are a continuous and timely source of research ideas and should be part of any literature review. Blogs that criticize current accounting practice not only identify issues ripe for research, but also frequently present recommendations to address those issues. Academics can transform those criticisms and recommendations into testable questions or hypotheses to investigate using various qualitative and quantitative research methods. As teaching resources, blogs provide an opportunity for students to analyze and evaluate others' opinions, which should improve students' critical thinking and make them cognizant and conversant in accounting subject matters. Students can also create their own blogs as a form of reflection.

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