scholarly journals EFL Students’ Awareness of Culture-Specific Words and Concepts: The Challenges and Opportunities for Students in a Saudi Undergraduate English Program

2021 ◽  
Author(s):  
Abdullah Abdulrahman Bin Towairesh
Keyword(s):  
Online Education ◽  
Language Teaching ◽  
Cultural Knowledge ◽  
Local Context ◽  
Cultural Perspective ◽  
Saudi Students ◽  
Cultural Aspects ◽  
Challenges And Opportunities ◽  
Cultural Component ◽  
The Impact

Cultural knowledge is an integral part of the language teaching process in EFL situations. The difficulties facing students in this area have negatively affected their ability to communicate successfully and translate accurately. Nonetheless, the debate over the significance of involving cultural aspects in the language classroom has continued in the local Saudi context. The language weaknesses resulting from the lack of sufficient cultural perspective can also be observed and confirmed in this region. Students’ understanding of culture-specific words and concepts is the area that is affected the most when a disconnection occurs between language teaching and cultural knowledge. Thus, in this paper, the researcher examines the impact of this disconnection by outlining the extent to which cultural knowledge is incorporated into EFL language courses. This study also focuses on documenting the language use examples that illustrate the difficulties faced by students in this regard, which is an aspect that is missing from several previous studies in the local context. The data examined in this study were collected through open-ended questionnaires and organizing focus group discussions. The analysis of the results reveals that the cultural component of language teaching is not satisfactory for the English major students surveyed in this study. The research participants also described the kind of cultural knowledge missing from their curriculum and the specific areas affected by that. The study concludes with several suggested solutions that focus on the resources available to Saudi students (and other students in the same circumstances) and on utilizing the most recent developments in online education in the past two years.

scholarly journals EFL Students’ Awareness of Culture-Specific Words and Concepts: The Challenges and Opportunities for Students in a Saudi Undergraduate English Program

2021 ◽  
Vol 12 (3) ◽  
pp. 3-15
Author(s):  
Abdullah Abdulrahman Bin Towairesh
Keyword(s):  
Online Education ◽  
Language Teaching ◽  
Cultural Knowledge ◽  
Local Context ◽  
Cultural Perspective ◽  
Saudi Students ◽  
Cultural Aspects ◽  
Challenges And Opportunities ◽  
Cultural Component ◽  
The Impact

Cultural knowledge is an integral part of the language teaching process in EFL situations. The difficulties facing students in this area have negatively affected their ability to communicate successfully and translate accurately. Nonetheless, the debate over the significance of involving cultural aspects in the language classroom has continued in the local Saudi context. The language weaknesses resulting from the lack of sufficient cultural perspective can also be observed and confirmed in this region. Students’ understanding of culture-specific words and concepts is the area that is affected the most when a disconnection occurs between language teaching and cultural knowledge. Thus, in this paper, the researcher examines the impact of this disconnection by outlining the extent to which cultural knowledge is incorporated into EFL language courses. This study also focuses on documenting the language use examples that illustrate the difficulties faced by students in this regard, which is an aspect that is missing from several previous studies in the local context. The data examined in this study were collected through open-ended questionnaires and organizing focus group discussions. The analysis of the results reveals that the cultural component of language teaching is not satisfactory for the English major students surveyed in this study. The research participants also described the kind of cultural knowledge missing from their curriculum and the specific areas affected by that. The study concludes with several suggested solutions that focus on the resources available to Saudi students (and other students in the same circumstances) and on utilizing the most recent developments in online education in the past two years.

Cross-cultural indigenous training: The South African experience

2020 ◽  
Vol 26 (3) ◽  
pp. 605-621
Author(s):  
Zana Marovic
Keyword(s):  
Indigenous Knowledge ◽  
South African ◽  
Traditional Healers ◽  
Cultural Knowledge ◽  
Cross Cultural ◽  
Cultural Perspective ◽  
The South ◽  
Cultural Aspects ◽  
Western Psychology ◽  
Indigenous Paradigm

In this paper, the author explores the relevance of indigenous training from a cross-cultural perspective. We start by examining the broader context of traditional Western psychology and its relevance in a multicultural society. A brief description of the indigenous paradigm is followed by a discussion of differences between Western and indigenous psychology, and a proposal of cultural eclecticism as a potential frame for their integration. Next, we discuss the South African context in relation to comparative-cultural aspects of medical and psychological services.  The author’s clinical experience informs her increased awareness of culturally inadequate service at the state hospital, developing curiosity about African indigenous healing, and subsequent encounters and collaboration with African traditional healers. Ultimately, the author develops culturally sensitive training that explores cultural biases and generates cross-cultural knowledge and competence.  In conclusion, the author advocates that in the area of globalisation and multicultural societies, psychological training and clinical practice, should include dialogue and facilitate collaboration between Western and indigenous knowledge, hopefully leading to a more holistic and culturally inclusive service to a population of different backgrounds. Such collaboration and integration of Western and indigenous knowledge may be a source of professional stimulation as well as a benefit to health-care consumers.

scholarly journals Investigating the Impact of Task-based English Language Teaching on Student Competencies at a Saudi EFL Context

2020 ◽  
Author(s):  
Hamza Alshenqeeti
Keyword(s):  
Language Learning ◽  
English Language ◽  
Language Teaching ◽  
Real Life ◽  
Language Instruction ◽  
English Language Teaching ◽  
Saudi Students ◽  
Study Results ◽  
Perceived Relevance ◽  
The Impact

This study examines the impact of task-based English language teaching on Saudi students’ competencies, such as reading comprehension and writing proficiency. The mixed-methods approach, involving an experimental component and a qualitative component based on interviews with the participants, is applied in this study. The procedure for the experimental component was developed with attention to the design, implementation, and assessment of task-based English language instruction activities. A growing body of literature suggests that task-based English teaching has gained significance in recent decades because of its perceived relevance in augmenting linguistic and non-linguistic competencies of learners. The study results indicate that the use of tasks in language learning classrooms promotes students’ learning, the development of skills in reading and writing, social interaction, and the motivation to use English in real-life situations. These findings can be used to promote language learning in students studying English as a foreign language.

Gender and Diversity in Collaborative Virtual Teams

2011 ◽  
pp. 260-277
Author(s):  
Anna Michailidou ◽  
Anastasios Economides
Keyword(s):  
Online Education ◽  
Cultural Differences ◽  
Virtual Teams ◽  
Cultural Perspective ◽  
Computer Supported Collaborative Learning ◽  
Social Differences ◽  
Learning Procedure ◽  
Successful Design ◽  
The Impact ◽  
Successful Collaboration

Computer supported collaborative learning environments (CSCLEs) is one of the innovative technologies that support online education. Successful design and implementation of such environments demand thorough analysis of many parameters. This chapter studies the impact of diversity in learner-learner interactions in collaborative virtual teams through a social and cultural perspective. Social differences include gender, race, class, or age. Cultural differences refer to matters like how an individual’s cognition, values, beliefs, and study behaviors are influenced by culture. Instructors must take into consideration the factors that influence individuals’ diversity, and invent new ways to implement successful collaboration. This is crucial, especially regarding teams scattered on different countries or even continents. Social and cultural differences influence an individual’s performance in a learning environment. Such differences must be adequately studied by both the educational organization and the instructors in such a way that the learning procedure will become a positive experience for all the members involved.

scholarly journals Determining the Associations between Dietetic-Related Activities and Undergraduate Dietetic Students’ General Cultural Knowledge, Attitudes, and Beliefs

Nutrients ◽  
2019 ◽  
Vol 11 (6) ◽  
pp. 1202
Author(s):  
Jeanette Mary Andrade
Keyword(s):  
Internal Consistency ◽  
Statistical Significance ◽  
The United States ◽  
Cultural Knowledge ◽  
Two Dimensions ◽  
Learning Activities ◽  
Attitudes And Beliefs ◽  
Cultural Aspects ◽  
Dietetic Students ◽  
The Impact

Background: As required by the Accreditation Council for Education in Nutrition and Dietetics, undergraduate dietetic programs need to include classroom learning activities to support cultural competence among dietetic students. Though these activities vary in terms of type, length, and engagement, it is not known the impact these activities have on students’ general knowledge, attitudes, and beliefs (KAB) towards cultural aspects. Therefore, the study’s purpose was two-fold: (1) validate a general cultural KAB instrument for dietetic students, and (2) determine associations among dietetic-related cultural activities and students’ KAB. Methods: A general KAB instrument was developed based on a literature review and dietetic curriculum. The original instrument (34 items) consisted of two dimensions (i.e., knowledge and attitudes/beliefs) that was reviewed by content matter experts (n = 4) and a focus group with dietetic graduate students (n = 6), resulting in a 41-item tool. This instrument was further piloted in a diverse population of undergraduate dietetic students across the United States. Exploratory Factor Analysis (EFA) and Cronbach alpha (α) for internal consistency were conducted. Multiple linear regressions and Spearman correlation analyses determined associations between demographics, activities, and KAB scores. Statistical significance was determined at p < 0.05. Results: Students (n = 187) completed the questionnaire. From the EFA, the Knowledge dimension included 12 items and the Attitudes/Beliefs dimension included 10 items. Internal consistency for the overall instrument (α = 0.86), Knowledge (α = 0.93), and Attitudes/Beliefs (α = 0.74) was high. Students’ cultural knowledge was associated (r = 0.30; p < 0.05) with cultural-related activities. Similarly, students who had lived or studied abroad had better attitudes and beliefs towards cultural aspects. Conclusions: The KAB had good validity. Cultural learning activities enhanced cultural knowledge, however to a lesser extent influenced the attitudes and beliefs of dietetic students.

scholarly journals Enhancing student retention rates on open non-formal online language learning courses

2019 ◽  
Vol 2 (1) ◽  
pp. 25-26
Author(s):  
Neil Cowie ◽  
Keiko Sakui
Keyword(s):  
Online Education ◽  
Online Courses ◽  
Language Teaching ◽  
Student Support ◽  
Drop Out ◽  
Computer Assisted ◽  
Education Student ◽  
Online Students ◽  
E Learning ◽  
The Impact

Open non-formal online courses (Rha, 2018) are becoming increasingly popular as a self-paced option for learners. These courses are often hosted by commercial platforms where teachers and course creators develop and market courses to students across the globe. The numbers of students enrolled on these kinds of courses is hard to estimate but figures from providers do indicate the numbers are significant. For example, the Udemy course provider (https://www.udemy.com) states that as of October 2019 it has over 30 million students learning on 50,000 courses. However, the attrition rates for such courses, similar to other online options such as MOOCs, can be high (Sánchez-Elvira Paniagua & Simpson, 2018). In this presentation two teacher-researchers reflect on and analyse their experience of creating open non-formal online courses for English language learners, and go on to suggest several practical techniques to decrease the number of students that may drop out. The theoretical framework for this paper is that of exploratory practice (Allwright, 2003). This is an approach to teacher development in which teachers collect information on their courses and then try to use that data to reflect on their practice and improve conditions for learning. The two sources of data are the meta analytics supplied by Udemy for every course and surveys from university students who were asked to evaluate different types of video. These two sources of data were analysed using a two-step coding approach (Miles, Huberman & Saldana, 2014) in which codes are assigned and then grouped together based on emergent themes. In the presentation, firstly, the wider reasons why online students drop out, such as insufficient support (Simpson, 2017) or the impact of cognitive overload (Sweller, Ayres & Kalyuga, 2011), are discussed and several ways are suggested to get around these issues. Secondly, various principles of instructional design such as keeping lessons consistent but variable, relevant, and divided into manageable chunks are recommended (Lehman & Conceição, 2014). Finally, a number of ways that videos can be made more engaging are shown (Mayer, 2017), especially focusing on how a talking head can be best portrayed in order to give the clearest information and develop a more personalised teacher presence (Garrison, 2011). Although the data and analysis are focused on open non-formal online courses the findings and discussion are of relevance to other forms of online instruction and multimedia learning.   References   Allwright, D. (2003). Exploratory practice: Rethinking practitioner research in language teaching.      Language Teaching Research, 7(2),113-141. https//doi.org/10.1191/1362168803lr118oa Garrison, D. R. (2011). E-learning in the 21st century: A framework for research and practice. (2nd ed.). New      York, NY: Routledge. http://dx.doi.org/10.4324/9780203166093 Lehman, R., & Conceição, C. (2014). Motivating and retaining online students. San Francisco, CA: Jossey-      Bass. Mayer, R. E. (2017). Using multimedia for e-learning. Journal of Computer Assisted Learning, 33, 403- https//doi.org/10.1111/jcal/12197 Miles, M.B., Huberman, A.M., & Saldana, J. (2014). Qualitative Data Analysis: A Methods Sourcebook.        London: Sage. Rha, H.M. (2018). A study on the classification of online education types and development of quality      management indicators for lifelong vocational skills development. In T. Bastiaens et al.        (Eds.). Proceedings of EdMedia: World Conference on Educational Media and Technology (pp. 759-      763). Amsterdam, Netherlands: Association for the Advancement of Computing in Education      (AACE). Retrieved from https://www.learntechlib.org/p/184274. Sánchez-Elvira Paniagua, A., & Simpson, O. (2018). Developing student support for open and distance      learning: The EMPOWER project. Journal of Interactive Media in Education, 1(9), 1–10,      https://doi.org/10.5334/jime.470 Simpson, O. (2017). Innovations in distance education student support: What are the chances? In: G.      Ubachs, L., Konings, & M. Brown (Eds.). The Envisioning Report for Empowering Universities (pp.      52-55). Available from: https://empower. eadtu.eu/images/report/The_Envisioning_Report_ for_      Empowering_ Universities _ 1st_ edition_2017.pdf Sweller, J., Ayres, P., & Kalyuga, S. (2011). Cognitive load theory. New York, NY: Springer.

scholarly journals The Status, Challenges and Opportunities of Kalamay Festival in San Enrique, Iloilo

2020 ◽  
Vol 3 (2) ◽  
pp. 25-26
Author(s):  
Genevi P. Franciliso ◽  
Kristin Iris G. Estores
Keyword(s):  
Sugar Industry ◽  
Public Awareness ◽  
Development Plan ◽  
Cultural Aspects ◽  
Challenges And Opportunities ◽  
Raw Sugar ◽  
The Status ◽  
Social Environmental ◽  
High Level ◽  
The Impact

Events and festivals are a global phenomenon in a competitive industry that has experienced rapid growth. Festivals attract tourists and create festival tourism. San Enrique, Iloilo celebrates its Kalamay Festival every month of July. Kalamay Festival, as the primary subject of this research study, is a celebration of the town's sugarcane farming and the production of raw sugar as well as the impact of the sugar industry on the town for almost 40 years. With its current situation, it does not have a high level of market-oriented operation, public awareness, and public participation. The management of Kalamay Festival requires a well-written plan to greater guarantee sustainability in continuing such an event. The study aimed to develop a festival development plan to provide a direction in assessing the status of Kalamay Festival in terms of economic, social, environmental, and cultural aspects, including the opportunities and challenges of Kalamay Festival in terms of accessibility, accommodation, attraction, amenities, and awareness. The findings of the study served as a basis for the formulation of a three-year festival development plan that will help guide in identifying areas for development, and formulating programs to aid the needs of the Local Tourism Office of San Enrique, Iloilo that will facilitate the continuous improvement of the Kalamay Festival, to be well-recognized in the local and international tourism market.

Gender and Diversity in Collaborative Virtual Teams

2008 ◽  
pp. 199-224 ◽  
Author(s):  
Anna Michailidou ◽  
Anastasios Economides
Keyword(s):  
Online Education ◽  
Cultural Differences ◽  
Virtual Teams ◽  
Cultural Perspective ◽  
Computer Supported Collaborative Learning ◽  
Social Differences ◽  
Learning Procedure ◽  
Successful Design ◽  
The Impact ◽  
Successful Collaboration

Computer supported collaborative learning environments (CSCLEs) is one of the innovative technologies that support online education. Successful design and implementation of such environments demand thorough analysis of many parameters. This chapter studies the impact of diversity in learner-learner interactions in collaborative virtual teams through a social and cultural perspective. Social differences include gender, race, class, or age. Cultural differences refer to matters like how an individual’s cognition, values, beliefs, and study behaviors are influenced by culture. Instructors must take into consideration the factors that influence individuals’ diversity, and invent new ways to implement successful collaboration. This is crucial, especially regarding teams scattered on different countries or even continents. Social and cultural differences influence an individual’s performance in a learning environment. Such differences must be adequately studied by both the educational organization and the instructors in such a way that the learning procedure will become a positive experience for all the members involved.

scholarly journals CARING FOR OLDER INDIGENOUS PEOPLE WITH CO-MORBIDITIES AT END OF LIFE

2019 ◽  
Vol 3 (Supplement_1) ◽  
pp. S593-S593
Author(s):  
Kathleen R Mason ◽  
Tess H Moeke-Maxwell ◽  
Merryn Gott
Keyword(s):  
Online Education ◽  
End Of Life ◽  
Indigenous People ◽  
End Of Life Care ◽  
Cultural Knowledge ◽  
Cultural Resources ◽  
Life Care ◽  
Cultural Perspective ◽  
Loved One ◽  
Unconditional Love

Abstract The number of deaths among older Māori, the indigenous people of New Zealand, are expected to increase by 48% by 2030. Colonization has had a varied impact on Māori ways of being and end-of-life care has become more difficult. Many have become disenfranchised from their families, peoples, lands and culture. Pae Herenga, a for-Māori by-Māori with-Māori qualitative research project, investigated the traditional Māori end-of-life care customs that Māori families used while caring for someone who was dying. An online education resource was developed to support Māori families, their communities and the palliative care sector. Interviews were conducted with 60 Māori participants including older many people (aged over 70). The findings found that families rich in cultural knowledge were proficient in caring for a loved one at end-of-life irrespective of their social or economic position. Cultural care values such as unconditional love, companionship, reciprocity, supportive relationships and collective decision making safeguarded care preferences of the dying. Access to traditional knowledge and traditional healing practices, and an understanding of spirituality helped to strengthen and prepare the dying person, and their families, on the end-of-life journey. The study also found that those families connected to communities’ rich in Māori cultural resources, such as knowledgeable older Māori people, were well supported by the community at end-of-life. This study highlights that Māori use of traditional care customs in all care settings can better support a ‘good death’ from a cultural perspective.

scholarly journals The Impact of COVID-19 on the Higher Education Sector: Challenges and Opportunities

2021 ◽  
Vol 1 (2) ◽  
pp. 76-81
Author(s):  
Charbel Chedrawi
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Online Education ◽  
Education Sector ◽  
Design And Development ◽  
Challenges And Opportunities ◽  
The Impact ◽  
Careful Design

The COVID-19 pandemic has provoked a sudden and disruptive shift to remote and distance learning in the Higher Education Sector. The latter encompasses many complex elements that necessitate careful design and development to endorse a productive education outcome. This short reflection discusses the impact of the pandemic on the Higher Education Sector in general, shedding the light on the main challenges and opportunities induced by the shift to online education.

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