scholarly journals Academic infractions of assessed work in Japanese langauge

2018 ◽  
Vol 8 (2) ◽  
pp. 102-112
Author(s):  
Junko Winch
Keyword(s):  
Language Learners ◽  
Causal Effect ◽  
Language Teachers ◽  
Information Gap ◽  
Translation Function ◽  
Teachers And Students ◽  
Productive Function ◽  
On Line ◽  
One Year ◽  
The University

Google Translate (GT) is a free on-line translation tool and accessible to anyone including students who study languages. Before the advent of GT, dictionaries have been used by language learners, which have only receptive translation function. Unlike dictionaries, GT has two translation functions: receptive and productive. This productive function of GT has been increasingly creating problems in university language assessment and language teachers with students’ cheating, plagiarism or academic infractions. The purpose of this article is to find evidence that GT has a causal effect of students’ cheating, plagiarism or academic infractions. As GT seems to be associated with cheating, plagiarism as well as academic infractions, these terms are defined. In addition, as coherence seems to be also associated with academic infraction, how coherence and academic infractions are also discussed before the methodology. The study investigated the formative Japanese coursework essay writings of three students who have studied Japanese for one year but with no basic understanding or knowledge of the Japanese language at a university of South of England. It is concluded that all three students were suspected of committing plagiarism in spite of teacher’s warning of plagiarism. The implications of this study are directed at institutions, teachers and students. Institutions should review the information gap between the websites which are written for students and the university’s official published website statement on plagiarism. Institutions may also need to mention GT specifically in the plagiarism documentation. Institutions may also consider adopting an additional coversheet system to use as students’ declaration of plagiarism. Language teacher should be familiar with the differences between plagiarism vs. cheatings, plagiarism vs. academic infractions/offences and the components of academic infractions of the university they work. Students should submit their own work, not using GT or copying and pasting translated sentences from websites.

scholarly journals Towards a Methodology of the Intercultural Teaching of Hungarian Literature to Speakers of Hungarian as a Second/Foreign Language

2014 ◽  
Vol 6 ◽  
pp. 148-163
Author(s):  
Györgyi Horváth
Keyword(s):  
Language Learners ◽  
Cultural Awareness ◽  
Teaching Experience ◽  
Teaching Literature ◽  
Cultural Challenges ◽  
Self Reflection ◽  
Hungarian Literature ◽  
One Year ◽  
Hungarian Language ◽  
The University

Although there are many Hungarian Studies scholars teaching literature to Hungarian language learners around the world, there are practically no resources available about what is happening in these classes, and what linguistic, literary and cultural challenges they pose for students and teachers. In her study, Györgyi Horváth discusses her ten-year teaching experience as a teacher of Hungarian literature to Hungarian language learners within the Hungarian Studies Program, a one-year off-site university program offered to international students, accredited by the University of Pécs, and hosted by the Balassi Institute, Budapest. She discusses the institutional and program framework she worked in, gives a detailed account of the linguistic, literary and especially the cultural competencies that were in play in these courses, and also formulates some general methodological insights about teaching Hungarian literature to language learners. Horváth concludes that teaching literature cross-culturally widens the cultural horizons of students as well as of their teachers, offering them a space for increased cultural awareness and self-reflection.

scholarly journals Is Information Technology boosting Creativity in Higher Education Institutions during Covid-19?

2021 ◽  
Vol 7 (1) ◽  
pp. 204-211
Author(s):  
Mirela Mabić ◽  
Dražena Gašpar ◽  
Vanja Šimićević
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Research Question ◽  
Online Classes ◽  
Creative Commons ◽  
Global Pandemic ◽  
Online Lectures ◽  
Teachers And Students ◽  
One Year ◽  
The University

The global pandemic of the virus COVID-19 dramatically has impacted Higher Education Institutions (HEIs) in Bosnia and Herzegovina and worldwide. HEIs were forced to switch overnight to online lectures and exams without almost any teachers' and students' preparation and education. After one year of online classes at the University of Mostar (SUM), whether that kind of teaching impacts creativity. In order to find the answer to the research question, the authors used a questionnaire they developed and applied in 2015 to investigate students' perceptions about creativity at the University of Mostar. The research presented in this paper is limited to SUM students who have had online classes since March 2020. The primary research goal is to investigate whether there are any significant changes in students' perceptions of creativity compared to research from 2015. Namely, the authors investigate whether the enhanced use of IT and online platforms (Google Meet, SUMARUM – the University of Mostar’s variant of Moodle) affected students' creativity. This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

scholarly journals The Role of Counselling in English Language Teaching

2014 ◽  
Vol 1 (2) ◽  
pp. 48-55
Author(s):  
M. John Britto
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Language Teachers ◽  
English Language Teaching ◽  
Remarkable Change ◽  
Teachers And Students ◽  
English Language Teachers

Counselling plays a significant role in bringing out a remarkable change in an individual’s personal and professional life. It has entered a number of domains including education. As human problems are mushrooming day by day in this hi-tech world, there is a dire need for finding solutions to those problems. It is counselling that comes to one’s aid to solve one’s problems that are psychological and personal. In English language teaching and learning too, there are multiple problems encountered by teachers and students as well. This paper discusses how counselling is indispensable to English Language Teaching (ELT) for finding solutions to problems faced by English language learners. Exploring the relevance of counselling to ELT, it also seeks to highlight the benefits of integrating it with ELT. It brings out the need for introspection of English language teachers to provide counselling to students. It enumerates various counselling skills, and presents an account of problem-solving method in ELT and eight approaches to counselling.

scholarly journals Modeling Deception: A Case Study of Email Phishing

2021 ◽  
Vol 8 (2) ◽  
Author(s):  
Abdullah Almoqbil ◽  
Brian O'Connor ◽  
Richard Anderson ◽  
Jibril Shittu ◽  
Patrick McLeod
Keyword(s):  
Sample Population ◽  
University Of North Texas ◽  
Counter Measures ◽  
Subject Line ◽  
Information Gap ◽  
Document Frequency ◽  
Information Manipulation ◽  
One Year ◽  
Microsoft Office ◽  
The University

Information manipulation for deception continues to evolve at a remarkable rate. Artificial intelligence has greatly reduced the burden of combing through documents for evidence of manipulation; but it has also enabled the development of clever modes of deception. In this study, we modeled deception attacks by examining phishing emails that successfully evaded detection by the Microsoft 365 filtering system. The sample population selected for this study was the University of North Texas students, faculty, staff, alumni and retirees who maintain their university email accounts. The model explains why certain individuals and organizations are selected as targets, and identifies potential counter measures and counter attacks. Over a one-year period, 432 phishing emails with different features, characters, length, context and semantics successfully passed through Microsoft Office 365 filtering system. The targeted population ranged from 18 years old up to those of retirement age; ranged across educational levels from undergraduate through doctoral levels; and ranged across races. The unstructured data was preprocessed by filtering out duplicates to avoid overemphasizing a single attack. The term frequency-inverse document frequency (TF-IDF) and distribution of words over documents (topic modeling) were analyzed. Results show that staff and students were the main target audience, and the phishing email volume spiked in the summer and holiday season. The TF-IDF analysis showed that the phishing emails could be categorized under six categories: reward, urgency, job, entertainment, fear, and curiosity. Analysis showed that attackers use information gap theory to bait email recipients to open phishing emails with no subject line or very attractive subject line in about thirty percent of cases. Ambiguity remains the main stimulus used by phishing attackers, while the reinforcements used to misinform the targets range from positive reinforcements (prize, reward) to negative reinforcements (blackmail, potential consequences).

Language Simulations for Fostering Language Acquisition and Communicative Competence in Adult Second- Language Learners

2010 ◽  
pp. 210-222
Author(s):  
Angelene McLaren
Keyword(s):  
Second Language ◽  
Language Acquisition ◽  
Language Learning ◽  
Language Learners ◽  
Second Language Learners ◽  
Communicative Competence ◽  
Language Teachers ◽  
Future Research ◽  
Teachers And Students ◽  
Traditional Language

Language teachers and students are making a mass exodus in theory and practice in the field of secondlanguage instruction. They are leaving behind boring drills, nonsensical memorizations and endless strings of grammatical rules and are demanding a shift from traditional language learning to modern language acquisition. Language acquisition means being culturally literate and commutatively competent in a language (Byrnes, 2001). This change requires finding effective ways to facilitate this paradigm shift. This chapter will try to answer the following questions: Can language simulations foster language acquisition and communicative competence in adult second-language learners? It will also explore: what language acquisition is and how it is obtained; theoretical foundations of language acquisition; learning simulations and what makes them effective; language simulations – how and why they work; what simulations can do to promote communicative competence; a practical example; future applications and importance of language simulations; and what future research is necessary to fulfill this promise.

scholarly journals Incorporating drama techniques in the language classroom: Report on the „Drama in Education Days 2016“ conference in Reutlingen

2016 ◽  
Vol X (2) ◽  
pp. 124-131
Author(s):  
Eva Göksel ◽  
Stefanie Giebert
Keyword(s):  
Language Learners ◽  
Classroom Practice ◽  
Fairy Tale ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Language Teachers ◽  
Process Drama ◽  
Drama In Education ◽  
Language Classroom ◽  
The University

In order to make the conference accessible to newcomers to the field of DiE, an introductory workshop explored simple ways to incorporate drama in the language classroom. Starting with awareness and teambuilding warm-ups, Eva Göksel led the group through a sample lesson, using a series of drama conventions to delve into the plot and discover the characters of a Grimm fairy tale. The workshop aimed to make a series of drama conventions accessible to language teachers and to show them easy ways of incorporating drama work in their own practice. Using tableaux work, participants explored different emotions, imitation, and simple speaking and listening exercises for language learners. Participants examined their own teaching practice through the lens of drama: questioning if and how DiE could enhance the teaching and learning in their classroom. The question of how easily teachers can integrate drama in their classroom practice without formal drama training was also a hot topic, which continued to be discussed throughout the conference. The conference began with an introduction to process drama and an exploration of how it could be applied to language teaching. Dr. Nicola Abraham from the Royal Central School of Speech and Drama at the University of London ...

scholarly journals Sustaining partnership working in practice learning: An exploration of the perspectives of practice teachers and students

2015 ◽  
Vol 13 (2-3) ◽  
pp. 9-22
Author(s):  
Ian Brodie ◽  
Brian Coyle
Keyword(s):  
Resource Constraints ◽  
Careful Examination ◽  
Small Scale ◽  
Independent Practice ◽  
Roles And Responsibilities ◽  
Teachers And Students ◽  
On Line ◽  
Two Stages ◽  
The University

This paper reports the findings of a small-scale study undertaken by one university – Glasgow Caledonian University- to test the state of ‘partnership working’ between the university and placement providers. The study was conducted in two stages with 35 practice teachers responding to an on-line survey in stage one, and 16 practice teachers and students participating in interviews at stage 2. Overall findings indicate that the university has managed to sustain effective partnership working, despite organisational changes and resource constraints but that a number of improvements should be made to existing arrangements so that partnership working and the quality of practice learning can be further enhanced. It is evident that ‘independent practice teachers’ and ‘work-based supervisors’ have an increasing presence on the practice learning landscape, requiring a careful examination of their roles and responsibilities.

Towards the Implementation of E-Assessment in L2 IsiZulu

2020 ◽  
pp. 149-168
Author(s):  
Shamila Naidoo ◽  
Roshni Gokool
Keyword(s):  
South Africa ◽  
Language Learners ◽  
Listening Comprehension ◽  
Second Language Learners ◽  
Planning Process ◽  
Mother Tongue ◽  
Language Teachers ◽  
Adoption And Implementation ◽  
Kwazulu Natal ◽  
The University

This chapter reports on a quantitative study that investigated the adoption and implementation of e-assessments of listening comprehension tasks on second language learners registered for the Basic isiZulu module at the University of KwaZulu-Natal, South Africa. Specifically, the chapter examines the process used in the design of listening comprehension activities. It focuses on the pedagogical implications of adopting such tasks within the assessment rigour. Drawing on Hemmati and Ghaderi's study, the focus is on the format of questions. The experiment was conducted over four weeks with a cohort of non-mother-tongue learners of isiZulu. Encouragingly, the findings of the experiment suggest that formative e-assessments of listening comprehension tasks are beneficial to students. Language teachers should, however, engage in a careful and thoughtful planning process in the design of relevant and authentic listening comprehension tasks.

Family Literacy Night: A Student-Centered Clinically Rich Experience for Teacher Candidates in Literacy and TESOL

2020 ◽  
Vol 201 (1) ◽  
pp. 34-41
Author(s):  
Shannon M. Hilliker ◽  
Erin K. Washburn
Keyword(s):  
Language Learners ◽  
Teacher Candidates ◽  
Family Literacy ◽  
Language Teachers ◽  
Elementary Level ◽  
After School ◽  
Children And Families ◽  
Student Centered ◽  
Speakers Of Other Languages ◽  
The University

This article aims to share a collaboration between TESOL (Teaching English to Speakers of Other Languages) and Literacy professionals to provide a family literacy night for multi-language learners after school at the elementary level. First, a review of research that highlights the important factors to the collaboration is outlined. This is followed by a description of the university–school partnership that was designed to be an opportunity for TESOL and Literacy teacher candidates to collaborate with one another, practicing English as a New Language teachers, and children and families of multi-language learners. The article concludes with an overview of challenges encountered in the collaborative process.

scholarly journals New Trends Towards Using Social Networks As Teaching Electronic Portfolio

2020 ◽  
Vol 7 (02) ◽  
pp. 5812-5820
Author(s):  
Amir Mohammed Albloly
Keyword(s):  
Social Network ◽  
English Language ◽  
Electronic Portfolio ◽  
Language Teachers ◽  
Teachers And Students ◽  
English Language Teachers ◽  
Personal Content ◽  
Effective Use ◽  
The University ◽  
Closed Environment

This paper was basically conducted to explore the potential for Social Network: Facebook use as new trends towards teaching electronic portfolio in teaching English at the university level. The researcher adopted the quantitative and analytical methods using the test and the questionnaire as the main tools for collecting the data. The participants included (50) English language teachers from various Sudanese universities along with (25) students majoring English in different levels at the University of Kassala. They have Facebook accounts and they were taught within an online group. According to the results, it was evident that there were practical and effective use for Facebook to be applied as a teaching electronic portfolio for academic and educational purposes especially at university levels. In these respects, learners’ performance can easily be monitored and assessed through social network, teachers and students can collaborate in a secure, closed environment on Facebook group, teachers can maintain a personal content library and share content with students and finally, students can instantly access their files through their e-based ‘Library’.

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