A Survey on the Critical Consciousness of English Major MA Supervisors

2016 ◽  
Vol 6 (9) ◽  
pp. 1813
Author(s):  
Jin Liu

This research is addressed to the critical consciousness of English major MA supervisors, employing the approach of critical pedagogy. This research includes three dimensions of teachers’ beliefs about critical consciousness, corresponding behaviors in the class and reflections after the class. The methods and data were collected by face-to-face interviews and classroom observations from three English major MA supervisors. The research findings can be summarized as the following respects: Firstly, three English major MA supervisors all have a good command of critical pedagogy and critical consciousness. Secondly, two English major MA supervisors bring the awareness to the class topics in the real social life, and pay much attention to the sociopolitical themes. Thirdly, only one supervisor pays close attention to the communicating with students and encouraged discussions, while two supervisors mainly adopt the teaching process of teacher-centeredness. Finally, Three English major MA supervisors do reflect after the class and their reflections do not guide directly their next teachings. What’s more, their reflections are not their own behaviors, but their students’ learning behaviors.

Author(s):  
Robekhah Harun ◽  
Zetty Harisha Harun ◽  
Laura Christ Dass

The increase in student enrolment and the need  to cater to students of diverse backgrounds have led to the adoption of blended learning in many higher learning institutions. Blended learning, which allows both face to face interaction and on-line delivery, has been adopted into many curricula. One such institution is University Technology MARA which is slowly introducing features of blended learning in its course syllabus beginning with practice to online assessments. However, to ensure successful implementation of blended learning as part of the curricula, there are several aspects for consideration such as learner and teacher readiness for blended learning. This paper examines issues regarding the use of blended learning as a delivery method at UiTM Kedah . The discussion in this paper focuses on learner’ readiness and perceptions of the blended learning environment. The data collected for this study are responses from learners to a questionnaire survey. The research findings form the basis for recommendations for the development of learning and teaching practices using blended learning approaches to enhance learners' learning experiences.  


Author(s):  
Abdul Munir Ismail Et.al

The study aims to highlight the current learning approaches used by postgraduate students to complete their postgraduate studies on time, as studies have shown many students have failed to finish their studies as planned. In particular, this study focuses on factors and methods that are perceived to be most effective by students to help them complete their studies on time.  Methodology: Thisstudy was based on a qualitative approach involving semi-structured interviews. The study sample consisted of 14 postgraduate students and one lecturers as respondents. The research instrument was based on interview questions to elicit relevant information on their demography and learning practices. Data were collected and organized into four themes and were subsequently analyzed descriptively.     Findings: The findings showed that face-to-face discussions were the most popular practice adopted by the respondents. The findings also showed several factors had significant impacts on student learning, such as interpersonal relationships between students and supervisors, commitment, financial commitment, and moral support, which needs to be taken into account in helping students to complete on time.     Significance: The research findings can inform all the stakeholders, notably students, supervisors, and administrative officers, factors that have profound impacts on postgraduate students’ efforts to graduate on time.


Author(s):  
Yilin Huang ◽  
◽  
Sohani Gandhioke ◽  

To solve the problem of Chinese EFL students’ passive and ineffective vocabulary learning, task-based language teaching (TBLT) methods were introduced to English classes at a university. With TBLT, students interacted with each other by using English, especially English words learnt, in order to fulfil the tasks designed by teachers. Based on second language acquisition theories, students were able to understand input and produce output during this process. This paper focuses on using TBLT in English vocabulary teaching in three non-English major classes of a Chinese university, involving the use of some word games. The word games’ features, organization, and a skill set built through those games, will be discussed. In terms of methodology, an online questionnaire survey was conducted among 93 university students from the three classes. Also, results of the students’ before-task and after-task word quizzes on Moodle platform and exam paper results were analysed. The research findings showed that students enjoyed playing word games in the English class and benefitted from it, in terms of language development and building skills. This paper recommends teachers to use TBLT in English vocabulary teaching and learning, as it is practical and can assist in EFL learners’ vocabulary acquisition.


2016 ◽  
Vol 44 (6) ◽  
pp. 1005-1014
Author(s):  
Zhiqi You ◽  
Yuan Tian ◽  
Fanchang Kong ◽  
Zongkui Zhou ◽  
Youjie Zheng

Our purpose in this study was to develop a scale to measure preference for online social interaction (POSI). The psychometric properties of the POSI Scale were tested with 2 separate samples of Chinese teenagers (age 13–18 years). The responses of the first group (n = 352) were used to explore the factor structure of the scale. The responses of the second group (n = 593) were used to test construct validity and consistency reliability of the POSI Scale. The results indicated that (a) the POSI Scale consists of three dimensions: online social interaction frequency, online social interaction propensity, and perception of superiority of online social interaction compared to face-to-face social interaction; and (b) the POSI Scale has good structural validity and internal consistency and reliability, and is a reliable and valid instrument for measurement of adolescents' preference for online social interaction, especially in the context of Chinese teenagers.


2018 ◽  
Vol 7 (2.29) ◽  
pp. 182
Author(s):  
Agus Hermawan ◽  
Mohammad Arief ◽  
Wening Patmi Rahayu

This paper reveals how the sources of Javanese culture, which has been instilled by parents of children as the new generation of the successor to the family business, can act as values of sources of inspiration which shapes the behavior of entrepreneurship in the creative industry. Entrepreneurship in family businesses uses these Javanese values as the standards of the family's belief, which makes the principles as an identity that guides them in entrepreneurship and creates a way of life in the running entrepreneurialism. The method used in this research is a social constructionist, narrative and interpretive. The narrative-based research approach is done through data collection with depth interview, and non-participatory observation as well as analysis of the theme that create the methodological foundation. The ideas emerged and developed from in narrative face-to-face that became a proposition of research findings. Findings clearly indicate the relationship between Javanese cultures which is owned by parents has been the values that are believed by the second generation and this has motivated their behavior entrepreneurship, and impact the learning element of entrepreneurship, as well as orientation in entrepreneurship.  The internalization of the values of Javanese culture Bapakisme (paternalism) and Rukun (harmony) have motivated the behavior of entrepreneurship when running a business relationship. Javanese cultural values implemented in the form of obedience to parents, keeping harmony, learning competitors, watching of God, sincere, assertive, fortune flows, trust, motivating, cultivation of religious values, and independent values. The research provides new insights into the culture of entrepreneurship at the local level and links the insights to the cultivation of cultural values in entrepreneurship, which is realized in everyday behavior. The construct built provides the possibility of new learning materials for the perpetrators of entrepreneurs in Indonesia, where 47% of the population of Indonesia is Javanese ethnicity.  


2021 ◽  
Vol 39 (7) ◽  
Author(s):  
Saman Saleh ◽  
Abdulkhaleq Nader Qader ◽  
Mosleh Zeebaree ◽  
Goran Yousif Ismael ◽  
Musbah Aqel

Time management is the ability to plan and control how a person spends his hours in order to achieve his goals effectively. This involves organizing time between different areas of life, from work, household tasks, social life, and hobbies. Time always passes and we cannot control it, but time management is by organizing events in your life in proportion to time. You may often want to get more time in your day, but you only have 24 hours, 1440 minutes, or 86,400 seconds each day. How long can someone invest Time has acquired its importance for a person, as it represents an important dynamic and mobile dimension in his life that he cannot control, and because it is the vessel that embraces all human interactions and products, and because it is life itself, and that life is the amount of time that a person lives from birth until his death. Therefore, many specialists consider time as the most important component of life, and the most important resource available to humans in life, due to its unique and distinctive features. Because of the importance of time for humans, the ancient civilizations and the various monotheistic religions varied in their interest in it, but during research findings that there are important to record a precedent in order to take advantage of each part of the time, its parts to implement the righteous and purposeful workers that benefit them with good and benefit in the world and the hereafter, and warned them against wasting it and this is clearly manifested in many of the evidence included in the recommendation and result in part.


2020 ◽  
Vol 11 (3) ◽  
pp. 409
Author(s):  
Yanxiu Dong ◽  
Suli Liu

This paper provides a comprehensive review on the current situation of non-English major students’ agentic engagement in online English listening course. The paper aims to investigate students’ low motivation in doing their online listening homework. Paper questionnaires and SPSS 22.0 were used to analyze the results. 46 freshmen and 43 sophomores of non-English majors participated in this research. It has been found that the agentic engagement of non-English majors is low and freshmen’s average agentic engagement is higher than sophomores’. Besides, it doesn’t have significant correlations with students’ scores in online weekly tasks. The research findings indicate the importance of raising teachers’ awareness of student agentic engagement, and a more effective e-learning platform is required. At last, with the results of this investigation, the current study provides some suggestions for future English listening course design.


2019 ◽  
Vol 1 ◽  
pp. 1-2
Author(s):  
Clio Andris ◽  
Dipto Sarkar

<p><strong>Abstract.</strong> Interpersonal relationships are an important part of social and personal health. Studies of social capital show that individuals and communities with stronger ties are have an economic and health advantage. Yet, loneliness and isolation are becoming major public health issues. There is a pressing need to measure where relationships are strong and how accessible one’s social ties are, in order to learn how to better support face-to-face meetings and promote social health in society. However, the datasets we use to study people and human behaviour are most often mobility data and census data &amp;ndash; which tell us little about personal relationships. These data can be augmented with information about where people have ties, and how their relationships unfold over geographic space. The data we use to study the built environment include building footprints and infrastructure, and we can annotate these data by how (well) infrastructure supports different kinds of relationships, in order to ask new questions about how the landscape encourages relationships.</p><p> We suggest a list of methods for representing interpersonal relationships and social life at various socio-spatial levels of aggregation. We give an example of each, with an effort to span various use cases and spatial scales of data modelling.</p><p> <strong>Dyads (line) and Ego-based (star):</strong> This geometric model represents a relationship between two individuals (Figure 1A). The individuals can be geolocated to households, administrative units, real-time locations, etc. The tie can be given a nominal category such as family or co-worker, and edge weights that signify reported relationship strength, frequency of contact, frequency of face-to-face meeting, et cetera. Star models represent a central individual and his/her geolocated ties (that radiate from the centre). The star illustrates the theoretical concept of personal extensibility.</p><p> <strong>Points of Interest (points):</strong> Points of interest provide a place-based perspective (note that these entities can also be represented as polygons such as building footprints, or lines such as gradients of interaction on a subway). Certain places are better suited for fostering relationships than others (Figure 1B), and each can be annotated with their ability to foster: new ties (a nightclub), gender-bonding ties (bowling leagues), romantic ties (romantic restaurants), inter-generational ties (a religious facility), professional ties (conferences), et cetera.</p><p> <strong>Polygons/Administrative Units (polygons):</strong> These data are attached to administrative areal units (Census boundaries, provinces, zones, etc.). The data represent surveyed data on relationship-related variables in censuses, social surveys and social capital surveys. These surveys ask about trust, friendliness with neighbours, social life, belongingness to institutions, and more (Figure 1C), illustrating the social health of an area.</p><p> <strong>Aggregate Flows and Social Networks (lies and networks):</strong> This model illustrates the geolocated, social ties within a spatial extent, i.e. the social networks of a group of many people over a large extent (Figure 1D). Data can be sourced from social media, telecommunications patterns, and other declarations of relationships.</p><p> <strong>Regions (polygons):</strong> Regions, that may describe neighbourhoods within one city, or an agglomeration of cities, can be defined by social ties. Instead of commuting or economic ties, regions are defined by a preponderance of social ties within a given polygon, and a lack of ties between polygons (or between the polygon and any external area). Social regions represent a likeness and strong ties between the people that live within the region (Figure 1E).</p><p> Given these methods for representing social life and interpersonal relationships as GIS data, new questions may arise. At the <strong>dyadic level</strong>: how can we map the presence of a relationship between two people? At the <strong>ego-based level</strong>: how far and with what kind of diversity do people have ties? At the <strong>point of interest level</strong>: what kinds of mapable data can describe places’ ability to create new relationships and foster existing relationships? At the <strong>polygonal level</strong>: what kinds of mapable data can show where relationships are strong or weak? At the <strong>levels of flows and networks</strong>: what kinds of mapable data can describe systems of diffusion? At the <strong>regional level</strong>: what physical and administrative boundaries guide social ties?</p><p> For cartographers and geographic modellers looking to study social life, data acquisition, analysis, and mapping are challenges. The point of this extended abstract is to inventory the possibilities of mapping these data, open a dialog for experimenting with what kinds of symbologies, associated variables, classification schemes, visualization techniques and data collection opportunities are available for this purpose. We also hope to create spaces for comparative studies that describe the implications of these choices. In our search, we find that the major research challenges are the following: 1) privacy 2) geolocatable data 3) qualitative vs. quantitative data and 4) assurance statistically-significant samples sizes 5) analysis and modelling 6) visualization. Nevertheless, our goal is to make these indicators and data more GIS-friendly and available to geospatial analysts, modellers and cartographers.</p>


2013 ◽  
Vol 6 (11) ◽  
Author(s):  
Karsten Gynther ◽  
Ove Christensen ◽  
Rasmus Jørnø

Synkrone online læringsmiljøer muliggør realisering af en didaktisk praksis, der synkront kobler forskellige kontekster. Forskning i og udvikling af didaktiske principper, som kan guide uddannelsesudviklere og undervisere i deres arbejde med at udvikle didaktiske designs for synkrone læringsmiljøer, er imidlertid kun i sin spæde vorden. I denne artikel introduceres til et overordnet designframework for synkrone onlinelæringsmiljøer samt en række konkrete didaktiske principper, som eksemplificeres med en række designeksempler. Det overordnede framework rummer tre dimensioner i et didaktisk design for synkrone læringsmiljøer, der i kort form kan præsenteres som: a) simulering af tilstedeværelsesundervisning, b) remediering af tilstedeværelsesundervisning og c) innovativ transformation af tilstedeværelsesundervisning.Abstract in EnglishSynchronous online learning environments allow the realization of a didactic practice that creates contextual couplings. Research and development of didactic principles to guide teachers and developers of education in developing designs for synchronous learning environments is however still in its infancy. This article introduces a series of new conceptual tools and didactical principles for online learning environment and includes a general design framework for synchronous online learning environments and concrete didactic principles exemplified through a set of design examples. The framework outlines three dimensions of a didactic design: a) simulation of face-to-face teaching, b) remediation of face-to-face teaching and c) innovative transformation of face-to-face teaching.


2021 ◽  
Vol 13 ◽  
pp. 30-48
Author(s):  
Aaron Smith

Various impacts of COVID-19 have been explored throughout the literature; however, no research has yet considered the impact of COVID-19 on greetings in education. This paper represents an attempt to address this gap. Using a lens of Relational Engagement, this paper explores the findings of a recent survey (n = 67) that asked how teachers have historically greeted students and how they will go about doing so upon return to a physical classroom space. Findings suggest that COVID-19 has significantly impacted teachers’ beliefs about greetings in the context of education, that teachers’ greeting behaviours are likely to change, and that it is possible if not likely that many teachers may experience various intra- and interpersonal conflicts when they next encounter students face-to-face.


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