scholarly journals Autonomous learning features: A case study in an Indonesian ESP classroom

2021 ◽  
Vol 7 (1) ◽  
pp. 1-9
Author(s):  
Langgeng Budianto ◽  
Andrea R Mason
Keyword(s):  
Holistic Approach ◽  
Ethnographic Study ◽  
Autonomous Learning ◽  
Independent Learning ◽  
Group Discussions ◽  
Effective Strategies ◽  
Language Classroom ◽  
English Major ◽  
Autonomous Learner

This article explores autonomous learning features and effective strategies for meeting the needs of the autonomous learner.  A 4-month ethnographic study examined the learning features of three non-English major undergraduates enrolled in an English for Specific Purposes (ESP) course at an Indonesian university. The study also explored the students’ and teacher’s understanding of how the ESP classroom can benefit the autonomous learner.  Data gathered through interviews, focus group discussions, and classroom observation indicate four key autonomous learning features: 1) a willingness to accept responsibility; 2) dedicated planning; 3) implementing effective strategies; and 4) monitoring progress.  The findings also indicate that a variety of scaffolded and authentic learning materials combined with a flexible and creative teaching approach enhance autonomous learning. We also address how our results are applicable to most educational situations as autonomous learning is not limited to the language classroom. HIGHLIGHTS: The three subjects indicated different processes of autonomy such as monitoring learning progress using a specific task, holistic approach, and regular reflection strategies. Adopting and promoting a spirit of independent learning provides ESP learners with a supportive framework to develop and practice autonomous learning habits The ESP learners not only required to learn general English but also to learn specific English (their content knowledge in English) as their major. This is the novelty of the study. Therefore, this study provides specific add to the theory of autonomous learning.  

scholarly journals The Unexplored Socio-Cultural Benefits of Coffee Plants: Implications for the Sustainable Management of Ethiopia’s Coffee Forests

2021 ◽  
Vol 13 (7) ◽  
pp. 3912
Author(s):  
Bikila Jabessa Bulitta ◽  
Lalisa A. Duguma
Keyword(s):  
Value Chain ◽  
Natural Habitat ◽  
Ethnographic Study ◽  
Gene Pools ◽  
Group Discussions ◽  
Cultural Services ◽  
Study Approach ◽  
Jimma Zone ◽  
Food And Drink

Coffee is among the most popular commodity crops around the globe and supports the livelihoods of millions of households along its value chain. Historically, the broader understanding of the roles of coffee has been limited to its commercial value, which largely is derived from coffee, the drink. This study, using in-depth interviews and focus group discussions, explores some of the unrevealed socio-cultural services of coffee of which many people are not aware. The study was conducted in Gomma district, Jimma Zone, Oromia National Regional state, Ethiopia, where arabica coffee was first discovered in its natural habitat. Relying on a case study approach, our study uses ethnographic study methods whereby results are presented from the communities’ perspectives and the subsequent discussions with the communities on how the community perspectives could help to better manage coffee ecosystems. Coffee’s utilities and symbolic functions are numerous—food and drink, commodity crop, religious object, communication medium, heritage and inheritance. Most of the socio-cultural services are not widely known, and hence are not part of the benefits accounting of coffee systems. Understanding and including such socio-cultural benefits into the wider benefits of coffee systems could help in promoting improved management of the Ethiopian coffee forests that are the natural gene pools of this highly valuable crop.

scholarly journals Multimedia-Assisted Learning in a Flipped Classroom: A Case Study of Autonomous Learning on EFL University Students

2020 ◽  
Vol 15 (24) ◽  
pp. 114
Author(s):  
Eko Aprianto ◽  
Oikurema Purwati ◽  
Syafi'ul Anam
Keyword(s):  
University Students ◽  
Learning Process ◽  
Flipped Classroom ◽  
English Education ◽  
Structured Interview ◽  
Autonomous Learning ◽  
Independent Learning ◽  
Successful Completion ◽  
Education Department

This current study purposed to investigate the use of multimedia-assisted learning in a flipped classroom for fostering the students’ autonomous learning on EFL University. The students are encouraged to learn independently by having multimedia learning sources and they are also stimulated to find their difficulties in the learning process. Meanwhile, teacher and students are discussing the solution from the students’ difficulties during their independent learning in the classroom. The successful completion of pre-learning depends on the students’ responsibilities and motivations. 15 students of the English Education department were involved as the participants in this study. The data were collected through observation, questionnaire, and semi-structured interview. The finding of this study showed that a flipped classroom by using multimedia-assisted learning helps the students stimulate their autonomous learning because the students feel free to explore their creativity through an independent learning atmosphere without any tension

scholarly journals Teaching Vocabulary to Deaf Students Through Enriched Subtitling: A Case Study in Qatar

2019 ◽  
Vol 8 ◽  
pp. 10
Author(s):  
RAGIA HAMDY HASSAN ◽  
JOSELIA NEVES
Keyword(s):  
Language Learning ◽  
Holistic Approach ◽  
Test Results ◽  
Deaf Students ◽  
Group Discussions ◽  
Total Communication ◽  
Text Reading ◽  
Interdisciplinary Study ◽  
The Impact

This interdisciplinary study examines the impact of using enriched subtitling (ES), within a total communication (TC) holistic approach to language learning, on the acquisition of vocabulary by deaf and hard of hearing (DHH) students.The performance of the students in an experimental class, using an ES-based lesson, was compared to two classes using traditional educational methods, focusing on text reading and sign language. The classes were followed by three tests, one immediately after the class, and two other delayed tests, a day and a week later. Qualitative and quantitative data was collected and triangulated through class observations, student feedback, test results, focus group discussions, and interviews. Test results showed that the experimental class achieved the best results, supporting the research hypothesis that, when integrated in carefully planned lessons, ES can be a valuable tool to enhance vocabulary acquisition by deaf students.

When Culturally Significant Songs are Decontextualised: The Initiation Song Somagwaza, A Case Study

2018 ◽  
Vol 28 (2) ◽  
Author(s):  
T Dowling ◽  
Somikazi Deyi ◽  
Anele Gobodwana
Keyword(s):  
Qualitative Research ◽  
Comparative Method ◽  
Popular Song ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Ritual Music ◽  
Constant Comparative Method ◽  
Small Focus ◽  
Over Time

While there have been a number of studies on the decontextualisation and secularisation of traditional ritual music in America, Taiwan and other parts of the globe, very little has been written on the processes and transformations that South Africa’s indigenous ceremonial songs go through over time. This study was prompted by the authors’ interest in, and engagement with the Xhosa initiation song Somagwaza, which has been re-imagined as a popular song, but has also purportedly found its way into other religious spaces. In this article, we attempted to investigate the extent to which the song Somagwaza is still associated with the Xhosa initiation ritual and to analyse evidence of it being decontextualised and secularised in contemporary South Africa. Our methodology included an examination of the various academic treatments of the song, an analysis of the lyrics of a popular song, bearing the same name, holding small focus group discussions, and distributing questionnaires to speakers of isiXhosa on the topic of the song. The data gathered were analysed using the constant comparative method of analysing qualitative research.

GENDER-BASED VIOLENCE AMONGST WOMEN WITH DISABILITIES: A CASE STUDY OF MWENEZI DISTRICT, ZIMBABWE

2016 ◽  
Vol 3 (1) ◽  
pp. 97-113 ◽  
Author(s):  
Tafadzwa Rugoho ◽  
France Maphosa
Keyword(s):  
Violence Against Women ◽  
Community Perceptions ◽  
Gender Based Violence ◽  
Group Discussions ◽  
Women With Disabilities ◽  
Qualitative Research Design ◽  
Disabled Women ◽  
Gender Based ◽  
The Impact

This article is based on a study of gender-based violence against women with disabilities. The study sought to examine the factors that make such women vulnerable, to investigate the community’s responses to gender-based violence against women with disabilities, and to determine the impact of gender-based violence on the wellbeing and health of women with disabilities. The study adopted a qualitative research design so as to arrive at an in-depth understanding of the phenomenon under study. The study sample consisted of 48 disabled women living in marital or common law unions, selected using purposive sampling. Of the 48 women in the sample, 16 were visually impaired while the remaining 32 had other physical disabilities. Focus group discussions were used for data collection. The data were analysed using the thematic approach. The finding was that women with disabilities also experience gender-based violence. The study makes recommendations whose thrust is to change community perceptions on disability as the only guarantee towards eradicating gender-based violence against women with disabilities.

The utility of non-formal education in addressing the school dropout phenomenon : a case study of Asifundeni Secondary School in Makonde District Zimbabwe

2020 ◽  
Vol 1 (3) ◽  
pp. 41-69
Author(s):  
Francis Muchenje ◽  
◽  
Pedzisai Goronga
Keyword(s):  
Secondary School ◽  
Formal Education ◽  
Sampling Technique ◽  
School Dropout ◽  
School Level ◽  
Research Approach ◽  
Community Members ◽  
Group Discussions ◽  
Secondary School Level

The study sought to explore students' views on the utility of non-formal education in addressing the school dropout phenomenon at secondary school level. Qualitative research approach was adopted and a case study design was utilised. The population consisted of all the students in the non-formal programme at the school from which a sample of 11 students (2 male and 9 female) was selected through purposive stratified sampling technique. Data were gathered through structured in-depth interviews and focus group discussions. Non-formal education was seen to address the school dropout phenomenon by providing school drop outs with an opportunity to continue their education and hence becomes a form of empowerment. A number of challenges such as lack of adequate tuition in some subjects, lack of conducive learning environment as well as negative perception of non-formal education held by pupils in the formal stream and community members were identified. The study recommends that the Ministry of Primary and Secondary Education should review the staffing situation in schools to ensure the availability of teachers in the various subjects in the non-formal stream. Schools should make an effort to provide appropriate learning facilities for students in the nonformal stream. Furthermore, schools should conscientise their communities on the importance of non-formal education.

Holistic approach for energy retrofit with volumetric add-ons toward nZEB target: Case study of a dormitory in Athens

2020 ◽  
Vol 207 ◽  
pp. 109630 ◽  
Author(s):  
Margarita-Niki Assimakopoulos ◽  
Rosa Francesca De Masi ◽  
Anastasia Fotopoulou ◽  
Dimitra Papadaki ◽  
Silvia Ruggiero ◽  
...  
Keyword(s):  
Holistic Approach ◽  
Energy Retrofit

scholarly journals How medical dominance and interprofessional conflicts undermine patient-centred care in hospitals: historical analysis and multiple embedded case study in Morocco

2021 ◽  
Vol 6 (7) ◽  
pp. e006140
Author(s):  
Zakaria Belrhiti ◽  
Sara Van Belle ◽  
Bart Criel
Keyword(s):  
Soft Power ◽  
Health Workers ◽  
Interprofessional Collaboration ◽  
Historical Analysis ◽  
Best Interests ◽  
Group Discussions ◽  
Power Struggles ◽  
Embedded Case Study ◽  
Health Managers

BackgroundIn Morocco’s health systems, reforms were accompanied by increased tensions among doctors, nurses and health managers, poor interprofessional collaboration and counterproductive power struggles. However, little attention has focused on the processes underlying these interprofessional conflicts and their nature. Here, we explored the perspective of health workers and managers in four Moroccan hospitals.MethodsWe adopted a multiple embedded case study design and conducted 68 interviews, 8 focus group discussions and 11 group discussions with doctors, nurses, administrators and health managers at different organisational levels. We analysed what health workers (doctors and nurses) and health managers said about their sources of power, perceived roles and relationships with other healthcare professions. For our iterative qualitative data analysis, we coded all data sources using NVivo V.11 software and carried out thematic analysis using the concepts of ‘negotiated order’ and the four worldviews. For context, we used historical analysis to trace the development of medical and nursing professions during the colonial and postcolonial eras in Morocco.ResultsOur findings highlight professional hierarchies that counterbalance the power of formal hierarchies. Interprofessional interactions in Moroccan hospitals are marked by conflicts, power struggles and daily negotiated orders that may not serve the best interests of patients. The results confirm the dominance of medical specialists occupying the top of the professional hierarchy pyramid, as perceived at all levels in the four hospitals. In addition, health managers, lacking institutional backing, resources and decision spaces, often must rely on soft power when dealing with health workers to ensure smooth collaboration in care.ConclusionThe stratified order of care professions creates hierarchical professional boundaries in Moroccan hospitals, leading to partitioning of care and poor interprofessional collaboration. More attention should be placed on empowering health workers in delivering quality care by ensuring smooth interprofessional collaboration.

scholarly journals Inverse translation and the language student: A case study

2020 ◽  
Vol 10 (1) ◽  
pp. 171-193
Author(s):  
Lucía Pintado Gutiérrez
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Language Skills ◽  
Language Teachers ◽  
Language Classroom ◽  
Inverse Translation ◽  
The Impact

AbstractThis article explores the agency of the student in translation in language teaching and learning (or TILT). The purpose of the case study discussed here is to gain an overview of students’ perceptions of translation into the foreign language (FL) (also known as “inverse translation”) following a module on language and translation, and to analyse whether there is any correlation between students’ attitude to translation, its impact on their language learning through effort invested, and the improvement of language skills. The results of the case study reveal translation to be a potentially exciting skill that can be central to FL learning and the analysis gives indications of how and why language teachers may optimise the implementation of translation in the classroom. The outcome of the study suggests that further research is needed on the impact of translation in the language classroom focussing on both teachers’ expectations and students’ achievements.

The Value of Learning Collective Free Music Improvisation: Preservice Music Educators’ Perspectives

2021 ◽  
Vol 30 (3) ◽  
pp. 40-53
Author(s):  
Hoon Hong Ng
Keyword(s):  
Music Teachers ◽  
Music Educators ◽  
Music Curriculum ◽  
Group Discussions ◽  
Music Improvisation ◽  
Free Improvisation ◽  
Entrepreneurial Skills ◽  
School Music ◽  
Collaborative Skills

I conducted a case study to explore preservice music teachers’ behaviors, thoughts, and feelings when engaged in collective free music improvisation. Nine preservice music teachers were taught how to freely improvise within groups as part of a teacher education course and participated in interviews and focus group discussions. Major themes highlighted learning across three segments that emphasized communication and collaborative skills, entrepreneurial skills and risk taking, and reconciliation and transformation. I concluded that the sociomusical outcomes produced by collective free improvisation may complement those of more formal and idiomatic improvisation practices, and that by introducing preservice music teachers to free improvisation activities, they may be more willing to engage PK–12 students in free improvisation lessons that enhance the existing school music curriculum.

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