scholarly journals EXTENSIVE READING: THEORY, RESEARCH AND IMPLEMENTATION

2019 ◽  
Vol 30 (2) ◽  
pp. 171
Author(s):  
Qiu Rong Ng ◽  
Willy A. Renandya ◽  
Miao Yee Clare Chong
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Reading Programs ◽  
Educational Institutions ◽  
Future Research ◽  
The Internet ◽  
Extensive Reading ◽  
Future Directions ◽  
Reading Theory ◽  
Theory Research

There are three purposes of this paper, the first of which is to elucidate the theory and principles underlying extensive reading. Long-held principles will be discussed in light of practical classroom and contextual considerations. Secondly, a critical summary of current research on extensive reading that has been conducted in English as a Second Language and English as a Foreign Language contexts and has been published over the last five years will be presented. By highlighting the vast benefits of extensive reading on improving many aspects of L2 learners’ language proficiency, we hope to encourage greater implementation of extensive reading in educational institutions worldwide. Teachers will also become more familiar with future directions in the practice of implementing extensive reading programs such as how to capitalize on the potential of the Internet to monitor and assess learners’ progress in reading extensively. Thirdly, the paper provides directions for future research which we believe might fill critical gaps in our knowledge about ER.

scholarly journals FORMATION OF FOREIGN LANGUAGE COMMUNICATIVE COMPETENCE OF STUDENTS OF NON-LINGUISTICS HIGHER EDUCATIONAL INSTITUTIONS BY THE METHOD OF INNOVATIVE DICTATIONS

2019 ◽  
Author(s):  
Natalia Baranenkova ◽  
Natalia Lashuk
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Educational Process ◽  
Educational Institutions ◽  
Higher Educational Institutions ◽  
Interactive Technologies ◽  
Effective Activity ◽  
Motivation For Learning ◽  
Higher Educational ◽  
Different Levels

The article deals with the issue of the effectiveness of using dictogloss as a way of enhancing communicative speech activity, critical thinking and creative potential of students of non-language higher educational institutions in ESP classes. The key stages of the traditional dictogloss are considered: 1) preparation; 2) dictation; 3) reproduction; 4) analysis and reflection, comparing texts created by subgroups with the original or with texts of other subgroups. The main principles (such as the principle of cooperation training and the use of interactive technologies, the principle of the curriculum and the educational process connection, the principle of diversification, the principle of the development of mental, mnemic and perceptual processes, the principle of emotionality, the principle of systematicity and consistency) aimed at ensuring the outcomes and effectiveness of innovation dictations and the ways of their implementation are outlined. The main modified versions of the dictogloss are analyzed and recommendations for their preparation in ESP classes are provided: dictogloss-negotiations, «student-control» dictogloss, student-student mode, «Summary» dictogloss, «Express your own opinion», «Reodering dictogloss», «Add details», «Picture» dictogloss. Dictogloss is determined to be an effective activity for teaching ESP, since it can be applied to different levels of foreign language proficiency and adapted for any specialism. The advantages of the dictogloss are emphasized: it can be used to represent a new topic, to revise and practice vocabulary or grammar material; it does not require more time for preparation than other types of activity; the teacher can change the forms of dictations, adding a competitive element or element of the gamification; it can become a source of motivation for learning a foreign language and a way of diversifying pedagogical techniques and technologies.

scholarly journals Internet technologies in modern concept of English teaching (general and translation theory)

2019 ◽  
Vol 135 ◽  
pp. 01077
Author(s):  
Oksana Akay ◽  
Irina Tsarevskaia ◽  
Irina Shcherbakova ◽  
Natalia Krivtsova
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Information Technologies ◽  
Communication Technologies ◽  
Educational Activity ◽  
Modern Concept ◽  
Educational Institutions ◽  
Professional Activity ◽  
Translation Theory ◽  
New Information

The problems of teaching a foreign language to students of non-linguistic higher educational institutions have changed radically. Besides the professional qualification, an expert has to possess the skills of free language proficiency as the means of business communication within the professional activity. Relevance of new information technologies’ use is dictated by the pedagogical needs for increasing the efficiency of the training developing, in particular, the need of the following skills’ formation: independent educational activity, research, creative approach for training, formations of critical thinking, new culture. The new information technologies in teaching a foreign language use is caused not only by aspiration to novelty, but by training at the info communication technologies base, which allows to realize a personally focused approach to the identity a student as the main conceptual direction of the 21st century formation.

scholarly journals EXTENSIVE LISTENING AND VIEWING IN ELT

2019 ◽  
Vol 30 (2) ◽  
pp. 237
Author(s):  
Francisca M. Ivone ◽  
Willy A. Renandya
Keyword(s):  
Language Development ◽  
Language Learning ◽  
Language Proficiency ◽  
Positive Influence ◽  
The Internet ◽  
Listening Skills ◽  
Extensive Reading ◽  
Learning Contexts

Inspired by the success and informed by the principles of the Extensive Reading (ER) approach, Extensive Listening (EL) and Viewing have started to gain the attention of both L2 researchers and practitioners. The purpose of this paper is to examine the theoretical and research base of EL and the extent to which it is similar to or different from ER, discuss its language learning benefits for L2 students in different learning contexts, and explore different ways EL can be productively implemented in the classroom. Practical suggestions on how to source for freely available EL materials on the Internet and how these can be pedagogically used to enhance language proficiency are also offered. We believe that EL, when systematically implemented, can not only enhance students’ listening skills but also have a positive influence on the students’ overall language development.

scholarly journals Assessing ESL Learners’ Online Learning Self-Efficacy in Thailand: Are They Ready?

10.28945/4452 ◽  
2019 ◽  
Vol 18 ◽  
pp. 467-479
Author(s):  
Araya Ramsin ◽  
Hayley J Mayall
Keyword(s):  
Online Learning ◽  
Self Efficacy ◽  
The United States ◽  
Computer Skills ◽  
Comfort Level ◽  
Educational Institutions ◽  
Future Research ◽  
The Internet ◽  
Esl Students ◽  
Esl Learners

Aim/Purpose: The purpose of this study was to examine whether ESL students in Thailand felt comfortable and confident using online course management tools as indicated by the levels of their online learning self-efficacy. Background: While online learning has become commonplace in most US based universities, some international educational institutions are just now dealing with the enormous task of introducing online learning to their academic communities and working with both faculty and students for successful implementations. In Thailand, there is a national initiative to harness the power of online learning together with other technological innovations to facilitate an increase in learning outcomes and provide additional access to education for students within public educational institutions. Methodology: Online learning self-efficacy data was collected from 856 newly admitted English as a second language (ESL) students at a large public university in Thailand. Participants were provided an email link to an online survey either via a direct email solicitation or a web link posted by their course instructors. The survey consisted of 8 demographic items and 29 self-efficacy items on a 4-point Likert-type scale. Contribution: This paper adds to the body of research on self-efficacy in online learning context by examining the levels of online learning self-efficacy of ESL students in Thailand, where online learning is still not as prevalent as in the United States and many other regions. Findings: Significant correlations were found between online learning self-efficacy levels and demographic characteristics including self-report computer skills, comfort level using the internet, self-reported English proficiency scores, and prior online learning experience. ESL learners participating in this study were found to have high levels of online learning self-efficacy, which indicated a readiness for engagement in online learning courses. Recommendations for Practitioners: As indicated by the results of the study, ESL students who were better at using computers and more comfortable surfing the internet were found to be more confident that they would do well in online learning environments. Therefore, it is recommended that sufficient training should be provided to support this transition by helping students, especially those with lower computer skills and comfort levels using the internet, get started and supporting them along the way. Also, at the very first stage of transitioning into online learning, the institution may first start with partially online courses into which a mixture of both online and face-to-face elements is incorporated. This will allow students to gradually adjust themselves into the new instructional delivery system and technologies that come with it. Once students are well-adjusted and familiar with the new learning environment, and assessment of the effectiveness of the partial integration has been conducted, the institution can consider offering courses that are entirely online. Recommendation for Researchers: Faculty and institution readiness for the adoption of online learning should also be taken into consideration in future work. To address the identified limitations, we recommend that inclusion of participants from across content domain would provide a more representative and generalizable result. Impact on Society: Incorporation of online learning as a standard instructional strategy will improve access to the educational system within Thailand. Assessing student readiness for this non-traditional way of learning may facilitate institutions’ ability to better plan how to effectively incorporate online learning into its curricula. Future Research: This student focused study was a follow-up to a faculty focused study attempting to indicate the level of readiness for this institution to broadly adopt online learning. Future research could be conducted at the organization/institution perspective using appropriate frameworks to address the last element of readiness for online learning adoption that considers the three facets of student, faculty, and institution. After the completion of this phase of affective/attitudinal research and the implementation of online learning within this institution, we recommend moving on to the measure effectiveness of the new instructional methodology.

scholarly journals Persepsi Mahasiswa Terhadap Proses Pembelajaran Kemahiran Bahasa

2017 ◽  
Vol 3 (4) ◽  
pp. 297
Author(s):  
Faisal Hendra
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Proficiency ◽  
Foreign Language Learning ◽  
Evaluation Process ◽  
Foreign Languages ◽  
Educational Institutions ◽  
Teaching Methodologies ◽  
Teaching Aids ◽  
Five Elements

<p><em>Abstrak</em><strong> - Keberhasilan penerapan kurikulum pembelajaran bahasa asing diperguruan tinggi harus didukung dengan kemampuan profesional pendidik dan lembaga pendidikan mengawal pelaksanaan lima unsur yang ada dalam kurikulum. Kelima unsur ini adalah: tujuan yang ingin dicapai dalam pengajaran bahasa asing, bahan ajar yang digunakan, metodelogi penganjaran yang dipakai oleh dosen, alat bantu pengajaran yang mendukung proses pembelajaran bahasa dan yang terakhir proses evaluasi yang digunakan dosen dalam menentukan sejauhmana keberhasilan pembelajaran bahasa asing yang dipelajari. Keseimbangan lima unsur dalam pembelajaran bahasa asing di Fakultas Sastra, Universitas Al Azhar Indonesia menjadi satu keharusan untuk diterapkan. Dari hasil penelitian ini didapatkan data bahwa lima unsur kurikulum dalam pengajaran bahasa asing di Fakultas Sastra sudah dilaksanakan dengan baik walaupun dibeberapa sisi masih perlu untuk ditingkatkan lagi. Untuk mengembangkan kurikulum dan meningkatkan proses pembelajaran kemahiran berbahasa asing di Fakultas Sastra, Universitas Al Azhar Indonesia kedepannya, maka penelitian ini dilakukan.</strong></p><p><em><strong>Kata kunci:</strong> persepsi, mahasiswa, proses pembelajarn, kemahiran berbahasa</em></p><p><em>Abstract</em><strong> - The success of the curriculum of foreign language implementation at a University level should be supported by the educator’s professional skills and educational institutions itself that supports the implementation of the five elements in the curriculum. These five elements are: the goal in teaching foreign languages, the teaching materials, the teaching methodologies used by lecturers, the teaching aids that support the process of language learning and finally, the evaluation process used by lecturers in determining how far the success of the foreign language learning studied has achieved. The balance of these five elements in foreign language learning at the Faculty of Letters, Al Azhar University of Indonesia becomes a must to apply. From the results, this study obtained data that the five elements of the curriculum in the teaching of foreign languages in the Faculty of Letters has been implemented well, although some areas still need a lot of improvement. To develop the curriculum and improve the process of learning foreign language proficiency in the Faculty of Letters, Al Azhar University of Indonesia in the future, this research is conducted.</strong></p><p><em><strong>Keywords</strong>: perception, student, learning process, language proficiency</em></p>

Internet attacks and intrusion detection system

2017 ◽  
Vol 41 (2) ◽  
pp. 171-184 ◽  
Author(s):  
Raman Singh ◽  
Harish Kumar ◽  
Ravinder Kumar Singla ◽  
Ramachandran Ramkumar Ketti
Keyword(s):  
Intrusion Detection ◽  
Detection System ◽  
Internet Security ◽  
Detection Methods ◽  
Future Research ◽  
The Internet ◽  
Review Of The Literature ◽  
Future Directions ◽  
Ongoing Research ◽  
Content Type

Purpose The paper addresses various cyber threats and their effects on the internet. A review of the literature on intrusion detection systems (IDSs) as a means of mitigating internet attacks is presented, and gaps in the research are identified. The purpose of this paper is to identify the limitations of the current research and presents future directions for intrusion/malware detection research. Design/methodology/approach The paper presents a review of the research literature on IDSs, prior to identifying research gaps and limitations and suggesting future directions. Findings The popularity of the internet makes it vulnerable against various cyber-attacks. Ongoing research on intrusion detection methods aims to overcome the limitations of earlier approaches to internet security. However, findings from the literature review indicate a number of different limitations of existing techniques: poor accuracy, high detection time, and low flexibility in detecting zero-day attacks. Originality/value This paper provides a review of major issues in intrusion detection approaches. On the basis of a systematic and detailed review of the literature, various research limitations are discovered. Clear and concise directions for future research are provided.

scholarly journals Green IoT for Eco-Friendly and Sustainable Smart Cities: Future Directions and Opportunities

2021 ◽  
Author(s):  
Faris. A. Almalki ◽  
S. H. Alsamhi ◽  
Radhya Sahal ◽  
Jahan Hassan ◽  
Ammar Hawbani ◽  
...  
Keyword(s):  
Energy Consumption ◽  
Smart City ◽  
Cost Management ◽  
Smart Cities ◽  
Life Quality ◽  
Future Research ◽  
The Internet ◽  
Future Directions ◽  
Challenges And Opportunities ◽  
The Internet Of Things

AbstractThe development of the Internet of Things (IoT) technology and their integration in smart cities have changed the way we work and live, and enriched our society. However, IoT technologies present several challenges such as increases in energy consumption, and produces toxic pollution as well as E-waste in smart cities. Smart city applications must be environmentally-friendly, hence require a move towards green IoT. Green IoT leads to an eco-friendly environment, which is more sustainable for smart cities. Therefore, it is essential to address the techniques and strategies for reducing pollution hazards, traffic waste, resource usage, energy consumption, providing public safety, life quality, and sustaining the environment and cost management. This survey focuses on providing a comprehensive review of the techniques and strategies for making cities smarter, sustainable, and eco-friendly. Furthermore, the survey focuses on IoT and its capabilities to merge into aspects of potential to address the needs of smart cities. Finally, we discuss challenges and opportunities for future research in smart city applications.

scholarly journals Implicit Theories of Ability in Physical Education: Current Issues and Future Directions

2017 ◽  
Vol 36 (3) ◽  
pp. 252-261 ◽  
Author(s):  
Victoria Emily Warburton ◽  
Christopher Mark Spray
Keyword(s):  
Physical Education ◽  
Professional Practice ◽  
Implicit Theories ◽  
Future Research ◽  
Future Directions ◽  
Research Findings ◽  
Key Issues ◽  
Theory Research ◽  
Ability Beliefs ◽  
Implicit Theories Of Ability

Purpose:In light of the extensive empirical evidence that implicit theories have important motivational consequences for young people across a range of educational settings we seek to provide a summary of, and personal reflection on, implicit theory research and practice in physical education (PE).Overview:We first provide an introduction to the key constructs and theoretical propositions associated with implicit theories. We then include a brief summary of the research findings on ability beliefs in school PE, which we draw on to identify several key issues that we feel are crucial to furthering our understanding of this topic. We conclude by offering a number of ideas for future research and discuss the potential misinterpretation of implicit theories when applied to professional practice in PE.Conclusions:We argue that researchers need to address more nuanced questions around implicit theories to prevent this area of inquiry stalling. Moreover, we need to provide teachers with more specific recommendations to help them integrate theory and research into practice.

scholarly journals Learning Foreign Languages in a Digital Environment: Learners’ Perception of the Sudden Transition to e-Learning During COVID-19 Lockdown

2021 ◽  
Vol 19 (6) ◽  
pp. pp548-558
Author(s):  
Mona Kamal Ibrahim ◽  
Natalya Spitsyna ◽  
Anastasia Isaeva
Keyword(s):  
Academic Success ◽  
Foreign Language ◽  
Educational Institutions ◽  
Future Research ◽  
Virtual Training ◽  
Online Mode ◽  
Usefulness Score ◽  
E Learning ◽  
Sudden Transition ◽  
Education Transformation

The research is devoted to the study of the forced and accelerated transition of education to an online environment on the example of learning a foreign language. Despite a large number of studies on e-learning, this study is one of the newest investigating recent education transformation trends. The ultimate goal of this paper was to study changes in students’ assessments of the e-learning process, participation in online-based education, and academic success during the transition to virtual training. The study involved 600 students from 5 private specialized educational institutions located in Moscow (Russian Federation) who were forced to switch to e-learning during the lockdown. The examination was conducted by means of a survey assessing the usefulness, comfort, and acceptability of e-learning in three isolated questions formulated by the authors and measured on a five-point Likert scale. The comparison of its outcomes with the results of objective knowledge tests at the beginning and at the end of the three-month e-learning period revealed the following outcomes. First of all, a decrease in the assessment of the acceptability of continuing e-learning for both genders was noted. According to female respondents, the assessment of the comfort of e-learning decreased significantly (from 3.70 to 3.14 points). In the meantime, the usefulness score dropped notably for both male and female research participants (from 4.10 to 2.98 and from 3.80 to 2.26, respectively). Similar changes were found in four age categories ranging from 20 to 42 years old. Thus, the participants over 30 demonstrated lower final scores. Academic success also decreased in the group of men compared to the group of women. The findings of this study can be practically applied for the further transformation of educational programs and additional preparation of educators with the aim of facilitating learning transition to an online mode. Future research on the topic can be conducted in other regions of the world to obtain more comparative data and investigate different learners’ perceptions.

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