scholarly journals Rhetorical pattern of the Indonesian EFL undergraduate students’ writings

2022 ◽  
Vol 9 (1) ◽  
pp. 1-13
Author(s):  
Dian Fajrina ◽  
John Everatt ◽  
Amir Sadeghi
Keyword(s):  
Undergraduate Students ◽  
English Education ◽  
The Other ◽  
Teaching Writing ◽  
Education Majors ◽  
Training And Education ◽  
Writing Courses ◽  
Rhetorical Patterns ◽  
Writing Students ◽  
Different Types

The present research aimed to study the rhetorical patterns in students’ writings, whether they follow a deductive pattern or an inductive pattern, and whether the pattern is similar when writing in English and the Indonesian language. The sample for this study was 20 undergraduate students from the Faculty of Teacher Training and Education majoring in English Education in several universities in Indonesia. Participants were requested to write two essays and two email-format letters, one of each was written in English, the other in the Indonesian language. The results showed that all students preferred the deductive pattern for their two types of essays. However, for the letter writing, students preferred the inductive pattern more than the deductive one, with 12 students using the inductive pattern in their letters in English and 16 students using the inductive pattern in their letters in Indonesian. It is suggested that the Indonesian culture and the teaching instructions received in the classrooms may influence students’ choice of the patterns they use in different types of writings. The findings should give valuable information for the design of teaching writing courses in English Education majors in Indonesia.

scholarly journals UNIVERSITY STUDENTS� NEEDS OF WRITING COURSE MATERIALS: A CASE OF INDONESIA

2020 ◽  
Vol 8 (2) ◽  
pp. 31
Author(s):  
Ilham Ilham ◽  
Bachrudin Musthafa ◽  
Fazri Nur Yusuf
Keyword(s):  
Undergraduate Students ◽  
Academic Writing ◽  
English Language ◽  
Private University ◽  
English Language Teaching ◽  
Teaching Writing ◽  
English Department ◽  
Writing Courses ◽  
Writing Course ◽  
Grammar Knowledge

The aim of this study is to explore the target needs (i.e. necessities, lacks and wants) of the students to inform academic writing courses materials. A case study design was employed as this design to provide in-depth data information. To collect the data, questionnaire and interviews were used. Twenty-three undergraduate students of English department at a private university in Mataram West Nusa Tenggara who take academic writing course in the 2019-2020 academic year participated in the study. The result of the study showed that the students need to learn the types of writing texts, vocabulary and construct sentences into paragraph, have good skills in writing different genres since they are lack of grammar knowledge and vocabularies, and improvement on the aspect of teaching writing. This finding may promise implications for updating the current curriculum and materials as practiced for tertiary level English department students in an attempt to keep up with the latest changes in the methodologies of English language teaching. This study recommends that lecturers and universities should conduct a need analysis regularly and updated the curriculum with such insightful needs.

Writing Strategies Used by Indonesian EFL Students with Different English Proficiency

2021 ◽  
Vol 21 ◽  
pp. 1-15
Author(s):  
Dian Fajrina ◽  
John Everatt ◽  
Amir Sadeghi
Keyword(s):  
Undergraduate Students ◽  
English Education ◽  
English Proficiency ◽  
Vocabulary Knowledge ◽  
Receptive Vocabulary ◽  
Writing Strategies ◽  
Writing Quality ◽  
Vocabulary Size ◽  
Writing Courses ◽  
Efl Students

The present study investigates the writing strategies used by 135 Indonesian English Foreign Language undergraduate students with different English proficiency and the relationship between their English proficiency, indicated by students’ receptive vocabulary knowledge, and the quality of text they produced. The writing strategies questionnaire by Petrić and Czárl (2003) was used to analyze participants’ use of strategies in the three stages of writing: pre-writing, drafting, and revising. Each item in the questionnaire was rated on a 5-point Likert scale. The Vocabulary Size Test (Nation & Beglar, 2007) was used as an indicator of participants’ proficiency in English. The participants were also asked to write an essay in English, which was assessed using the ESL Composition Profile of Jacob et al. (1981). The results of the data analysis showed that most of the students applied 15 of the 38 strategies referred to in the questionnaire. Results also indicate no significant differences in the choice of strategies between students with high versus low English proficiency levels. However, participants’ vocabulary size had only a weak positive correlation with their writing quality. The findings aim primarily to inform Writing courses in English Education majors in Indonesia, though they may also be useful for other English learning contexts.

scholarly journals Promoting EFL students’ critical thinking and self-voicing through CIRC technique in Academic Writing courses

2021 ◽  
Vol 8 (3) ◽  
pp. 917-934
Author(s):  
Andi Susilo ◽  
Restu Mufanti ◽  
Aris Fitriani
Keyword(s):  
Critical Thinking ◽  
Undergraduate Students ◽  
Academic Writing ◽  
English Education ◽  
Qualitative Content Analysis ◽  
Student Centered ◽  
Writing Courses ◽  
Academic Texts ◽  
Education Data ◽  
Efl Students

Critical thinking and self-voicing are two demanding skills that facilitate students to produce concise, authorial academic texts. While most writing programs and research have paid much attention to improving students’ writing achievement, less attention is given to promote these two skills in English as a Foreign Language (EFL) writing classrooms. This article reports a classroom-based study investigating the use of the Cooperative Integrated Reading and Composition (CIRC) technique to promote EFL students’ academic writing skills. It particularly examines how the CIRC technique helps to foster students’ critical and self-voicing stance in developing argumentative texts. A participatory qualitative study was employed, involving 64 undergraduate students majoring in English Education. Data were generated from the participants’ writing portfolios, observations, and the teacher’s reflections. The collected data were managed, classified, and analyzed using NVivo 12 to elicit the emerging themes. Drawing on the qualitative content analysis, the results showed that the CIRC technique helped to shape the participants’ critical thinking and self-voicing skills which were consistently demonstrated during the student-centered activities and their writing results. The participants could engage in productive writing processes, such as critical reading, note-taking, summarizing, drafting and revising composition, peer-reviewing, and other related collaborative skills. The findings indicated that the development of students’ critical thinking and self-voicing skills simultaneously affected the quality of their academic writing texts.

scholarly journals Washback in EFL Writing Courses: A Reflective Teaching at English Education Study Program of Teacher Training and Education Faculty of Universitas Maritim Raja Ali Haji

2019 ◽  
Vol 2 (1) ◽  
pp. 1-13
Author(s):  
Dewi Nopita
Keyword(s):  
Teacher Training ◽  
Teaching And Learning ◽  
English Education ◽  
Education Faculty ◽  
Study Program ◽  
Training And Education ◽  
Efl Writing ◽  
Writing Courses ◽  
Education Study ◽  
The Way

Washback is one of the principles of language assessment. It is the effects of an assessment on teaching and learning prior to the assessment itself, that is, on preparation for the assessment (Brown, 2004). This article aims at describing washback in EFL writing courses at English study program of teacher training and education faculty of Universitas Maritim Raja Ali Haji (UMRAH). The description was got from my own experiences and another writing lecturer’s. To get a more detail description from another lecturer, I interviewed him and his students dealing with the assessment done during the course as well as its impact towards the teaching and learning. Futhermore, I did observation on the improvement of the students’ task and test scores. Finally, it was found that in writing courses at English Education Study Program of Teacher training and Education Faculty (FKIP) of UMRAH, washback did contribute to the quality of teaching and learning since it provides feedback for both the instructors and the students. The feedback helps the instructors to plan a better teaching as well as helps students to do a better learning. The form, content, focus and delivery of writing assessments (tasks and tests) administered during the course determine the way it is taught and the way the students learn. As a result, these features in turn tend to affect the success of the course.

THE STUDENS’ DIFFICULTIES IN PRESENTING THE ACADEMIC SPEAKING PRESENTATION

2018 ◽  
Vol 7 (1) ◽  
Author(s):  
Ikhfi Imaniah
Keyword(s):  
English Education ◽  
Descriptive Analysis ◽  
Field Research ◽  
Self Awareness ◽  
Supportive Relationships ◽  
Essential Point ◽  
Study Program ◽  
Training And Education ◽  
Good Communication ◽  
Teachers Training

AbstractThe aim of the research is to observe the activities of the students in academic speaking classroom, to analyze the student’s problem in presenting the academic speaking presentation and to identify the student’s special needs in academic speaking presentation.The method used in this research is field research that is qualitative, while the analysis of the data used descriptive analysis. The focus of the research is on the student’s difficulties in presenting academic speaking presentation.In sum up, most of the students of English Education Study Program of Teachers Training and Education Faculty of Muhammadiyah University are lack of: 1) Goal setting on their academic speaking presentation, 2) Prioritization on what the essential point need to be presented, 3) Self-awareness on themselves, while they present the presentation in front of the audience, 4) Self-motivation while presenting the materials, it connects with self-awareness; if students have improved their self-awareness so they will have a great deal of the information that they need to motivate themselves. In short, the students need to be able to motivate themselves to take action; 5) Planning, most of students are not planning the materials well so they are not able to manage their time to present the academic presentation; and 6) Communication skill, strong communication skills will enable the students to build supportive relationships with the audience while presenting the materials, in fact not all the students have good communication skill.In short, the student’s preparation well made their presentation is good and it also established good communication between the presenter and the audiences.Keywords: Academic Speaking, Presentation, Communication

scholarly journals Perceived discrimination and psychological distress among immigrants to Canada: The mediating role of bicultural identity orientations

2021 ◽  
pp. 136843022199008
Author(s):  
Mustafa Firat ◽  
Kimberly A. Noels
Keyword(s):  
Psychological Distress ◽  
Undergraduate Students ◽  
Structural Equation ◽  
Perceived Discrimination ◽  
The Other ◽  
Equation Modeling ◽  
Bicultural Identity ◽  
Cross Sectional ◽  
Mediating Role ◽  
The Relationship

Bicultural identity orientations have rarely been examined in relation to both perceived discrimination and psychological distress. Furthermore, these constructs have usually been studied in isolation, but their intersection is essential for understanding intercultural relations in multicultural societies. Using cross-sectional data from 1,143 Canadian undergraduate students from immigrant families, this study explored the relationship between perceived discrimination and psychological distress, and how bicultural identity orientations might mediate this relationship. The structural equation modeling results indicated that perceived discrimination was associated with higher levels of psychological distress and hybrid, monocultural, alternating, and conflicted orientations, but lower levels of complementary orientation. Alternating and conflicted orientations were related to higher psychological distress, whereas the other orientations were not. Alternating and conflicted orientations mediated the relationship between perceived discrimination and psychological distress, whereas the other orientations did not. The findings are discussed in light of theories on identity integration, rejection–identification, and acculturation.

Comparative Surface Imaging Study of Multifocal Diffractive Intraocular Lenses

2021 ◽  
Author(s):  
Hyeck Soo Son ◽  
Jung Min Lee ◽  
Ramin Khoramnia ◽  
Chul Young Choi
Keyword(s):  
Imaging Study ◽  
The Other ◽  
Intraocular Lenses ◽  
Optical Surface ◽  
Diffractive Optic ◽  
Atomic Force ◽  
Acceptable Range ◽  
Different Types ◽  
Concentric Pattern

Abstract Purpose To analyse and compare the surface topography and roughness of three different types of diffractive multifocal IOLs. Methods Using scanning electron microscope (SEM, Inspect F, 5.0 KV, maximum magnification up to 20,000) and atomic force microscope (AFM, Park Systems, XE-100, non-contact, area profile comparison, 10 × 10 µm, 40 × 40 µm), the surface quality of the following diffractive IOLs was studied: the AcrySof IQ PanOptix (Alcon, USA), the AT LARA 829MP (Carl Zeiss Meditec, Germany), and Tecnis Symfony (Johnson&Johnson Vision, USA). The measurements were made over three representative areas (central non-diffractive optic, central diffractive optic, and diffractive step) of each IOL. Roughness profile in terms of mean arithmetic roughness (Ra) and root-mean-squared roughness (Rq) values were obtained and compared statistically. Results In SEM examination, all IOLs showed a smooth optical surface without any irregularities at low magnification. At higher magnification, Tecnis Symfony showed unique highly regular, concentric, and lineate structures in the diffractive optic area which could not be seen in the other studied diffractive IOLs. The differences in the measured Ra and Rq values of the Tecnis Symfony were statistically significant compared to the other models (p < 0.05). Conclusion Various different topographical traits were observed in three diffractive multifocal IOLs. The Ra values of all studied IOLs were within an acceptable range. Tecnis Symfony showed statistically significant higher surface Ra values at both central diffractive optic and diffractive step areas. Furthermore, compared to its counterparts, Tecnis Symfony demonstrated highly ordered, concentric pattern in its diffractive surfaces.

RADIATION EXPOSURE TO THE BACK WITH DIFFERENT TYPES OF APRONS

2021 ◽  
Author(s):  
Seung Wan Hong ◽  
Tae Won Kim ◽  
Jae Hun Kim
Keyword(s):  
Radiation Exposure ◽  
Effective Dose ◽  
Exposure Time ◽  
The Other ◽  
Lead Apron ◽  
Type Group ◽  
Air Kerma ◽  
Different Types ◽  
The Relationship

Abstract Physicians and nurses stand with their back towards the C-arm fluoroscope when using the computer, taking things out of closets and preparing drugs for injection or instruments for intervention. This study was conducted to investigate the relationship between the type of lead apron and radiation exposure to the backs of physicians and nurses while using C-arm fluoroscopy. We compared radiation exposure to the back in the three groups: no lead apron (group C), front coverage type (group F) and wrap-around type (group W). The other wrap-around type apron was put on the bed instead of on a patient. We ran C-arm fluoroscopy 40 times for each measurement. We collected the air kerma (AK), exposure time (ET) and effective dose (ED) of the bedside table, upper part and lower part of apron. We measured these variables 30 times for each location. In group F, ED of the upper part was the highest (p &lt; 0.001). ED of the lower part in group C and F was higher than that in group W (p = 0.012). The radiation exposure with a front coverage type apron is higher than that of the wrap-around type and even no apron at the neck or thyroid. For reducing radiation exposure to the back of physician or nurse, the wrap-around type apron is recommended. This type of apron can reduce radiation to the back when the physician turns away from the patient or C-arm fluoroscopy.

scholarly journals MITOTIC CROSSING OVER AND NONDISJUNCTION IN TRANSLOCATION HETEROZYGOTES OF ASPERGILLUS

Genetics ◽  
1976 ◽  
Vol 82 (4) ◽  
pp. 605-627
Author(s):  
Etta Käfer
Keyword(s):  
Selective Advantage ◽  
The Other ◽  
Translocation Chromosome ◽  
Crossing Over ◽  
Selective Marker ◽  
Reciprocal Translocations ◽  
Poor Growth ◽  
Different Types ◽  
Diploid Genotype ◽  
One Step

ABSTRACT To analyze mitotic recombination in translocation heterozygotes of A. nidulans two sets of well-marked diploids were constructed, homo- or heterozygous for the reciprocal translocations T1(IL;VIIR) or T2(IL;VIIIR) and heterozygous for selective markers on IL. It was found that from all translocation heterozygotes some of the expected mitotic crossover types could be selected. Such crossovers are monosomic for one translocated segment and trisomic for the other and recovery depends on the relative viabilities of these unbalanced types. The obtained segregants show characteristically reduced growth rates and conidiation dependent on sizes and types of mono- and trisomic segments, and all spontaneously produce normal diploid sectors. Such secondary diploid types either arose in one step of compensating crossing over in the other involved arm, or—more conspicuously—in two steps of nondisjunction via a trisomic intermediate.—In both of the analyzed translocations the segments translocated to IL were extremely long, while those translocated from IL were relatively short. The break in I for T1(I;VII) was located distal to the main selective marker in IL, while that of T2(I;VIII) had been mapped proximal but closely linked to it. Therefore, as expected, the selected primary crossover from the two diploids with T2(I;VIII) in coupling or in repulsion to the selective marker, showed the same chromosomal imbalance and poor growth. These could however be distinguished visually because they spontaneously produced different trisomic intermediates in the next step, in accordance with the different arrangement of the aneuploid segments. On the other hand, from diploids heterozygous for T1(I;VII) mitotic crossovers could only be selected when the selective markers were in coupling with the translocation; these crossovers were relatively well-growing and produced frequent secondary segregants of the expected trisomic, 2n+VII, type. For both translocations it was impossible to recover the reciprocal crossover types (which would be trisomic for the distal segments of I and monosomic for most of groups VII or VIII) presumably because these were too inviable to form conidia.—In addition to the selected segregants of expected types a variety of unexpected ones were isolated. The conditions of selection used favour visual detection of aneuploid types, even if these produce only a few conidial heads and are not at a selective advantage. For T2(I;VIII) these "non-selected" unbalanced segregants were mainly "reciprocal" crossovers of the same phenotype and imbalance as the selected ones. For T1(I;VII) two quite different types were obtained, both possibly originating with loss of the small VII-Itranslocation chromosome. One was isolated when the selective marker in repulsion to T1(I;VII) was used and, without being homo- or hemizygous for the selective marker, it produced stable sectors homozygous for this marker. The other was obtained from both coupling and repulsion diploids and showed a near-diploid genotype; it produced practically only haploid stable sectors of the type expected from monosomics, 2n-1 for the short translocation chromosome.

scholarly journals Development of Speech Recognition Systems in Emergency Call Centers

Symmetry ◽  
2021 ◽  
Vol 13 (4) ◽  
pp. 634
Author(s):  
Alakbar Valizada ◽  
Natavan Akhundova ◽  
Samir Rustamov
Keyword(s):  
Speech Recognition ◽  
Markov Model ◽  
Hidden Markov ◽  
Call Centers ◽  
The Other ◽  
Language Models ◽  
Emergency Call ◽  
Acoustic Model ◽  
Different Types ◽  
Recognition Systems

In this paper, various methodologies of acoustic and language models, as well as labeling methods for automatic speech recognition for spoken dialogues in emergency call centers were investigated and comparatively analyzed. Because of the fact that dialogue speech in call centers has specific context and noisy, emotional environments, available speech recognition systems show poor performance. Therefore, in order to accurately recognize dialogue speeches, the main modules of speech recognition systems—language models and acoustic training methodologies—as well as symmetric data labeling approaches have been investigated and analyzed. To find an effective acoustic model for dialogue data, different types of Gaussian Mixture Model/Hidden Markov Model (GMM/HMM) and Deep Neural Network/Hidden Markov Model (DNN/HMM) methodologies were trained and compared. Additionally, effective language models for dialogue systems were defined based on extrinsic and intrinsic methods. Lastly, our suggested data labeling approaches with spelling correction are compared with common labeling methods resulting in outperforming the other methods with a notable percentage. Based on the results of the experiments, we determined that DNN/HMM for an acoustic model, trigram with Kneser–Ney discounting for a language model and using spelling correction before training data for a labeling method are effective configurations for dialogue speech recognition in emergency call centers. It should be noted that this research was conducted with two different types of datasets collected from emergency calls: the Dialogue dataset (27 h), which encapsulates call agents’ speech, and the Summary dataset (53 h), which contains voiced summaries of those dialogues describing emergency cases. Even though the speech taken from the emergency call center is in the Azerbaijani language, which belongs to the Turkic group of languages, our approaches are not tightly connected to specific language features. Hence, it is anticipated that suggested approaches can be applied to the other languages of the same group.

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