scholarly journals Short Teacher Responses in the EFL Classroom: A Corpus-Approach Assessment

2021 ◽  
Vol 7 (2) ◽  
pp. 175-188
Author(s):  
Iosif Keselman ◽  
Yulia Yakovleva
Keyword(s):  
Positive Reinforcement ◽  
Teaching Experience ◽  
Classroom Participation ◽  
State University ◽  
Oral Production ◽  
Frequent Use ◽  
Teacher Responses ◽  
Authentic Environment ◽  
Everyday Classroom ◽  
Study Participants

Teacher’s positive feedback in the form of immediate succinct response is an indispensable motivational factor crucial to students’ oral production and classroom participation. The present study was intended to assess the range and authenticity of teacher responses used by a number of Russian teachers of English in everyday classroom interactions. The study adopted theCorpus Approachas a reference tool to verify the research data against a Corpus-driven evidence that isto examine and assess the authenticity of the most frequent responses given by the study participants (21 practising EFL teachers working in Orel, Russia, most of whom are graduates of Orel State University, andwhose teaching experience ranges from 11 to 25 years). The results indicated that the phrases the teachers used in the classroom differed from those native speakers use in similar authentic environment. The analysis revealed that the teachers did not resort to clear and concise positive reinforcement often enough to stimulate the students’ engagement. In addition, a finite list of highly authentic TRs was recommended for more frequent use in ordinary EFL classrooms and among would-be English teachers. Overall, both teachers in the field and trainee teachers need to be more informed on how and in what particular way to encourage their students’ classroom participation.

scholarly journals StudySearch: a web-based application for posting and searching clinical research studies

2016 ◽  
Vol 64 (3) ◽  
pp. 786-790
Author(s):  
Blair Gonsenhauser ◽  
Rose Hallarn ◽  
Daniel Carpenter ◽  
Michael F Para ◽  
Carson R Reider
Keyword(s):  
Research Study ◽  
Clinical Care ◽  
Ohio State University ◽  
State University ◽  
Eligibility Criteria ◽  
Web Based ◽  
User Behaviors ◽  
The Ohio State University ◽  
Study Participants ◽  
Research Studies

Participant accrual into research studies is critical to advancing clinical and translational research to clinical care. Without sufficient recruitment, the purpose of any research study cannot be realized; yet, low recruitment and enrollment of participants persist. StudySearch is a web-based application designed to provide an easily readable, publicly accessible, and searchable listing of IRB-approved protocols that are accruing study participants. The Regulatory, Recruitment and Biomedical Informatics Cores of the Center for Clinical and Translational Science (CCTS) at The Ohio State University developed this research study posting platform. Postings include basic descriptive information: study title, purpose of the study, eligibility criteria and study personnel contact information. Language concerning benefits and/or inducements is not included; therefore, while IRB approval for a study to be listed on StudySearch is required, IRB approval of the posted language is not. Studies are listed by one of two methods; one automated and one manual: (1). Studies registered on ClinicalTrials.gov are automatically downloaded once a month; or (2). Studies are submitted directly by researchers to the CCTS Regulatory Core staff. In either case, final language is a result of an iterative process between researchers and CCTS staff. Deployed in January 2011 at OSU, this application has grown to approximately 200 studies currently posted and 1500 unique visitors per month. Locally, StudySearch is part of the CCTS recruitment toolkit. Features continue to be modified to better accommodate user behaviors. Nationally, this open source application is available for use.

scholarly journals Passive sampling devices enable capacity building and characterization of bioavailable pesticide along the Niger, Senegal and Bani Rivers of Africa

2014 ◽  
Vol 369 (1639) ◽  
pp. 20130110 ◽  
Author(s):  
Kim A. Anderson ◽  
Dogo Seck ◽  
Kevin A. Hobbie ◽  
Anna Ndiaye Traore ◽  
Melissa A. McCartney ◽  
...  
Keyword(s):  
Capacity Building ◽  
Organic Contaminants ◽  
Passive Sampling ◽  
State University ◽  
African Countries ◽  
Pesticide Monitoring ◽  
Control Evaluation ◽  
Key Resources ◽  
Study Participants ◽  
Analytical Tools

It is difficult to assess pollution in remote areas of less-developed regions owing to the limited availability of energy, equipment, technology, trained personnel and other key resources. Passive sampling devices (PSDs) are technologically simple analytical tools that sequester and concentrate bioavailable organic contaminants from the environment. Scientists from Oregon State University and the Centre Régional de Recherches en Ecotoxicologie et de Sécurité Environnementale (CERES) in Senegal developed a partnership to build capacity at CERES and to develop a pesticide-monitoring project using PSDs. This engagement resulted in the development of a dynamic training process applicable to capacity-building programmes. The project culminated in a field and laboratory study where paired PSD samples were simultaneously analysed in African and US laboratories with quality control evaluation and traceability. The joint study included sampling from 63 sites across six western African countries, generating a 9000 data point pesticide database with virtual access to all study participants.

scholarly journals Contemporary Concepts and Techniques of Teaching Posterior Palatal Seal among Dental Colleges of Karnataka: A Cross-sectional Survey

2020 ◽  
Author(s):  
Sweekriti Mishra ◽  
BM Rashmi ◽  
K Ravishankar ◽  
Sanober Khan ◽  
Anoop Sharma ◽  
...  
Keyword(s):  
Conventional Method ◽  
Goodness Of Fit ◽  
Teaching Experience ◽  
Faculty Members ◽  
Goodness Of Fit Test ◽  
Chi Square ◽  
Group 3 ◽  
Group 2 ◽  
Study Participants ◽  
Group 1

Introduction: Since literature provides various schools of thought to achieve Posterior Palatal Seal (PPS) in a maxillary denture, it becomes essential to know the techniques dominating in our curriculum presently. Aim: To determine the prevalence of concepts and also the need for standardisation in establishing PPS among dental colleges of Karnataka. Materials and Methods: A descriptive survey was conducted among teaching faculty of Department of Prosthodontics with varied teaching experience across the dental colleges of Karnataka. A pre-tested questionnaire containing ten close ended questions was distributed to 230 faculty members with MDS qualification in Prosthodontics via e-mail. The faculty responses were divided into three groups based on teaching experience: Group 1 (2-7 years), Group 2 (7-12 years) and Group 3 with more than 12 years of teaching experience. The Chi-Square Goodness of Fit test was used to compare the overall differences in the responses by the study participants; and Independent Chi-Square test to compare the differences in the responses based on teaching experience of the study participants. A value of p<0.05 was considered as statistically significant. Results: The most common method taught for locating vibrating line was Phonation-Nose Blowing-Fovea Palatini (46.0%). Two-line concept of vibrating line was taught (77%) more commonly, where the termination of maxillary denture is on posterior vibrating line (58%). Currently, Boucher’s conventional method without master cast scoring (63%) was the most favoured method to record the seal. This was true mainly with Group 1 (81.9%) and Group 2 (66.7%). In contrast, Group 3 faculty largely advocated Boucher’s conventional technique along with master cast scoring (70%). Overall most of the faculty members (66.5%) did not make the students score the postpalatal area. This was mainly seen in faculty belonging to Group 1 (81.9%) and Group 2 (69.7%). Bulk of Group 3 faculty (75%) taught scoring of the master cast. A large portion of the faculty (60.0%) recommended standardisation in the methods of teaching PPS which was mainly backed by Group 2 (77.3%) and Group 1 (61.7%). Conclusion: This survey indicates that among dental colleges of Karnataka, a majority of faculty of Prosthodontics prefer Boucher’s conventional method without master cast scoring (63%) to achieve maxillary PPS. Nevertheless, teaching concepts differed based on faculty experience. It is emphasised that teaching methods should be standardised and include unambiguous techniques.

scholarly journals Implementasi Model Pembelajaran Ekonomi Berbasis Kompetensi Dengan Pendekatan Kontekstual

2012 ◽  
Vol 2 (2) ◽  
Author(s):  
Tejo Nurseto
Keyword(s):  
Action Research ◽  
Teaching And Learning ◽  
Learning Motivation ◽  
Economic Science ◽  
State University ◽  
Participatory Action ◽  
Study Program ◽  
Frequent Use ◽  
The Subject ◽  
High Level

This research was intended to know the extent of contextual approaches (Contextual Teaching and Learning) able to overcome practical problems in compliance with the students’ ability to construct a concept/meaning from what they learned. The scope of this inquiry included the implementation of contextual approaches to the subject of Introduction to Economic Science in Economic Cooperative Education Study Program of Business Education Department of Faculty of Social Science of Yogyakarta State University. This was a participatory action research. The action research was implemented in the academic years of 2003/2004 for the subject of Introduction to Economic Science. This research was conducted in several steps as follows: Planning, Action Implementation, Control and Evaluation, and Analysis and Reflection. The results show that: (1) in the first cycles, the ways of answering questions, answers the students present are not qualified, the frequency of expressing opinions tends to be minimum, and the interaction among students are low. Due to lack of time in accordance with the grouping and student classification spending too much time, 2 CTL methods can be used to improve: the students’ participation in discussing the results of the discussion conducted, the students’ way in revealing describing oral description review, the students’ capability in constructing concept/meaning. In applying CTL, it is found some weaknesses as follows: the frequent use of CTL method makes the students saturated, the use of CTL method requires more cost, it is good for creating media or doing observation, for the students with high level of learning motivation it is exciting for they regard that they have chance to deliver more opinions, and those with low level of learning motivation it makes them passive and talking to themselves (not interested).

scholarly journals Effects of the CLIL approach in oral production of english students in the second year of the united general baccalaureate at a high school in Cuenca, Ecuador.

2019 ◽  
Vol 8 (12) ◽  
pp. 117-128
Author(s):  
Jhonny Benalcázar- Bermeo ◽  
Diego Ortega-Auquilla
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Second Language Learners ◽  
Oral Communication ◽  
Target Language ◽  
Oral Production ◽  
Post Test ◽  
Traditional Language ◽  
Learning Instruction ◽  
Study Participants

The necessity to foster second language oral production has created the imperative need to analyze and explore new teaching methods and techniques in order to develop oral communication skills in the target language. This study investigated the effect of Content and Language Integrated Learning (CLIL) in second language oral production of Ecuadorian second language learners of United General Baccalaureate (BGU). This study was carried out using one class of second of baccalaureate. A total of 22 study participants took part in this research. In order to gather data, both quantitative and qualitative methods were employed, which allowed the researcher gain a better understanding of the problem under investigation. The study participants took part of a pre-test to determine their level of proficiency in their speaking skills. After three months of CLIL intervention they took a post-test and the results were compared to measure the effect of CLIL approach. In addition, every single CLIL lesson was documented, and a semi-structured survey was also applied to investigate the students’ perceptions to the CLIL approach.  The findings of this research reveals the effectiveness of CLIL in students’ oral production compared with the traditional language learning instruction. At the same time the learners expressed positive opinions towards the new approach.   

scholarly journals Improving Clinical Trial Participant Tracking Tools Using Knowledge-anchored Design Methodologies

2010 ◽  
Vol 01 (02) ◽  
pp. 177-196 ◽  
Author(s):  
P.J. Embi ◽  
S.B. Johnson ◽  
E. Mendonca ◽  
J. Starren ◽  
P.R.O. Payne
Keyword(s):  
Clinical Trial ◽  
Design Method ◽  
Task Completion ◽  
Trial Participant ◽  
Design Methodologies ◽  
Usability Problems ◽  
Subjective Satisfaction ◽  
Frequent Use ◽  
Clinical Trial Participant ◽  
Study Participants

Summary Objective: Rigorous human-computer interaction (HCI) design methodologies have not traditionally been applied to the development of clinical trial participant tracking (CTPT) tools. Given the frequent use of iconic HCI models in CTPTs, and prior evidence of usability problems associated with the use of ambiguous icons in complex interfaces, such approaches may be problematic. Presentation Discovery (PD), a knowledge-anchored HCI design method, has been previously demonstrated to improve the design of iconic HCI models. In this study, we compare the usability of a CTPT HCI model designed using PD and an intuitively designed CTPT HCI model. Methods: An iconic CPTP HCI model was created using PD. The PD-generated and an existing iconic CTPT HCI model were subjected to usability testing, with an emphasis on task accuracy and completion times. Study participants also completed a qualitative survey instrument to evaluate subjective satisfaction with the two models. Results: CTPT end-users reliably and reproducibly agreed on the visual manifestation and semantics of prototype graphics generated using PD. The performance of the PD-generated iconic HCI model was equivalent to an existing HCI model for tasks at multiple levels of complexity, and in some cases superior. This difference was particularly notable when tasks required an understanding of the semantic meanings of multiple icons. Conclusion: The use of PD to design an iconic CTPT HCI model generated beneficial results and improved end-user subjective satisfaction, while reducing task completion time. Such results are desirable in information and time intensive domains, such as clinical trials management. Citation: Payne PRO, Embi PJ, Johnson SB, Mendonca E, Starren J. Improving clinical trial participant tracking tools using knowledge-anchored design methodologies. Appl Clin Inf 2010; 1: 177–196 http://dx.doi.org/10.4338/ACI-2010-02-RA-0012

scholarly journals Analysis of the final comments provided by a knowledgeable other in lesson study

2020 ◽  
Author(s):  
Tatsuhiko Seino ◽  
Colin Foster
Keyword(s):  
Lesson Study ◽  
Teaching Experience ◽  
University Mathematics ◽  
Positive Attitudes ◽  
Professional Development For Teachers ◽  
School Research ◽  
Study Participants ◽  
Insight Into ◽  
Made In

Abstract Lesson study has been implemented in schools around the world as a method of professional development for teachers. Lesson study consists of five steps, among which the “Research Lesson” and “Post-lesson Discussion” are central. During the Post-lesson Discussion, after the teacher has commented on the lesson, all of the observers discuss the lesson, and the “knowledgeable other” (koshi), a specially invited expert, provides final comments. The quality of these final comments is critical to the learning of the lesson-study participants, and, consequently, the koshi plays an extremely important role. However, few studies have examined the nature and structure of the final comments that koshis provide. This study analyzed the final comments made in three elementary-school research lessons in Japan by a highly distinguished university mathematics educator with considerable teaching experience and an outstanding reputation as a koshi. We found that his final comments clustered into seven categories, which we named: (1) considering the didactical value of mathematical content; (2) use of representations; (3) fostering positive attitudes to learning; (4) incorporating students’ ideas into whole-class discussions; (5) giving attention to what students write down; (6) giving attention to the content of the board-work; and (7) teacher growth through reflection. These categories provide insight into the nature of final comments that are regarded as being particularly useful and may form the basis for less-experienced koshis to structure their final comments in lesson study.

The Educational Experience of Afro-Caribbean Student Immigrants

2016 ◽  
Vol 11 (2) ◽  
pp. 215-232
Author(s):  
Keiana Desmore ◽  
Elia Vazquez-Montilla ◽  
Jackie Greene
Keyword(s):  
Private School ◽  
Immigrant Students ◽  
School Attendance ◽  
The United States ◽  
Academic Excellence ◽  
State University ◽  
Familial Support ◽  
Analysis Technique ◽  
Study Participants ◽  
Cross Case Analysis

AbstractThe following article summarizes a research study which involved an investigation of the educational experiences of Afro-Caribbean student immigrants who were academically successful in the United States (U.S.). Although immigrants of African descent experience barriers such as immigrant status and racial minority status which leads to a double disadvantage in educational institutions, this group is more likely to persist and achieve academic excellence. This narrative ethnographical case study’s aim was to understand the influences for Afro-Caribbean immigrant students motivating them to pursue the attainment of a higher education degree. The data for this study was collected through in-person interviews of Afro-Caribbean immigrants who were graduates of a mid-sized state university located in Southwest Florida. The subjects were selected through purposeful sampling. There were similar cultural impacts identified which may have influenced the study participants to perform with high academic achievement. A cross-case analysis was used as a qualitative data analysis technique to discover themes such as familial support, values learned from private school attendance, and language barriers which emerged through the interview responses.

A Study of Factors Influencing Students’ Intercultural Competence

2016 ◽  
Vol 7 (3) ◽  
pp. 433 ◽  
Author(s):  
Qi Cui
Keyword(s):  
Intercultural Competence ◽  
Quantitative Research ◽  
Cultural Intelligence ◽  
Teaching Experience ◽  
College Of Education ◽  
State University ◽  
Diverse Backgrounds ◽  
Individual Scale ◽  
Survey Responses ◽  
Regression Tests

This study explored the concepts of intercultural competence and cultural intelligence and clarified corresponding terms. Using the Cultural Intelligence Scale (CQS) as an instrument and conducting multiple regression tests, this quantitative research investigated individual scale factors that would influence the intercultural competence of the students who declared an education major or minor in the College of Education within the chosen university. Analysis of the 184 survey responses from an American state University indicated that the independent variables of perceived competence in non-native language or culture, frequency of interaction with people of diverse backgrounds, and teaching experience were significant predictors of pre-service teachers’ levels of intercultural competence. 

Sign in / Sign up

Export Citation Format

Share Document