Cultural, Linguistic, Curricular And Financial Stories Of Andrews University International Undergraduate Students And Their Experiences Of Coping During The Academic Year 2014-2015: A Narrative Study

2017 ◽  
Author(s):  
◽  
Renaude Saint-Phard
Keyword(s):  
Undergraduate Students ◽  
Andrews University ◽  
Narrative Study ◽  
Academic Year

scholarly journals Pronunciation Errors of Letter “G” in English Language Made by Saudi Undergraduate Students

2016 ◽  
Vol 6 (4) ◽  
pp. 104 ◽  
Author(s):  
Huda Alqunayeer
Keyword(s):  
Foreign Language ◽  
Undergraduate Students ◽  
English Language ◽  
Female Students ◽  
Language Teachers ◽  
Test Results ◽  
Loan Words ◽  
Teachers And Students ◽  
English Language Teachers ◽  
Academic Year

The primary goal of the present study is to identify the problematic areas in the pronunciation of the letter “g” in English written words made by Saudi female learners of English as a foreign language, and the reasons for the weakness associated with mispronunciation of English written words which contain this letter. The population of the study was the female students (90 students) and their English language teachers (12 teachers) at the Qassim University during the academic year (2014-2015). There were two types of instruments used in this study. The first was a pronunciation test for the student participants in order to investigate the problematic areas of pronouncing “g” in different environments in different words; and the second a questionnaire for the teacher participants to provide comprehensive data about the causes of these errors of pronouncing “g” committed by EFL female students at Qassim University. Ninety female students were included for the pronunciation test and 12 teachers were asked to answer the questionnaire. Simple percentage was used for analyzing the data of recording words (pronunciation test). Results of the students’ recording words revealed that the participants mispronounced “g” before nasals (68%). According to the results of the teachers’ responses to the questionnaire suggested many factors that can cause difficulties for students in terms of pronouncing “g” in English written words. According to them, these difficulties are concerned with reading difficulties, nonstandard spellings, letters that follow “g” (many of them may become combinations), loan words, orthography (no correspondence between the English alphabets and their sounds). The researcher offers recommendations that might help teachers and students to overcome and reduce these mispronunciations of this letter in English written words.

scholarly journals Perceived Academic Competence Among Arab Open University Students (Sultanate of Oman): الكفاءة الأكاديمية المُدركة لدى طلبة الجامعة العربية المفتوحة (سلطنة عُمان)

2020 ◽  
Vol 4 (31) ◽  
Author(s):  
Hamed Hamood Al-Ghafri, Amal Saleem Mohammed Al-shabibi, Lai
Keyword(s):  
Information Technology ◽  
Academic Success ◽  
University Students ◽  
Undergraduate Students ◽  
Academic Competence ◽  
Business Administration ◽  
Arab Countries ◽  
Open University ◽  
Sultanate Of Oman ◽  
Academic Year

The research aimed to identify the level of perceived academic competence among Arab Open University students (Sultanate of Oman) and to identify the extent of the difference of the perceived level of academic competence according to the variables of specialization (Information Technology and Business Administration) and academic level (freshman and sophomore) and the interface between them. The research used the descriptive method and the Perceived Academic Competence scale to achieve the goals of the study and answer its questions, an indicator related to the extent of students' perception and awareness of their ability to achieve academic success. It consists of (9) scales applied to an intentional sample of (94) male and female students of AOU. The research has concluded that the general average of the perceived academic competence of the Arab Open University students in Business Administration and Information Technology for the first and second year amounted to (3.85) and this indicates that the study sample has a high degree of perceived academic competence. There were no statistically significant differences in the level of perceived academic competence according to the variables of specialization and academic year level. The results also indicated that there is no interface between the specialization and the academic year level. Rendering to the results, several recommendations and proposals were presented to improve the academic competence of university students and the general undergraduate students in the Sultanate of Oman and the Arab countries.

scholarly journals The Academic Freedom among the Students at the Hashemite University: الحرية الأكاديمية لدى طلبة الجامعة الهاشمية

2020 ◽  
Vol 4 (30) ◽  
Author(s):  
Abd AlKhaleq Muhammad Al-Zyoud
Keyword(s):  
Academic Freedom ◽  
Undergraduate Students ◽  
First Semester ◽  
Academic Level ◽  
Study Results ◽  
High Level ◽  
The University ◽  
Hashemite University ◽  
Senior Students ◽  
Academic Year

This study aimed at exploring the level of academic freedom at the Hashemite University in Jordan from the perspective of the undergraduate students, and whether there are impacts of the students’ gender, academic level, or specialization. The sample consisted of (376) undergraduate students (111 male, 265 female), who are registered at the university for the first semester of the academic year 2019/2020, from all faculties of the Hashemite University. The results showed that 25.5% of participants perceived a high level of academic freedom, 57.2% of participants perceived a moderate level, and 17.3% of them perceived a low level. Significant differences were found due to academic level; academic freedom perceived level among senior students was higher than all other years (freshmen, sophomores and juniors), but no significant differences were found due to students’ gender, or specialization. In light of the study results, the researcher recommends a number of recommendations such as: raising the awareness about the academic freedom among the students, faculty members, and the staff the Jordanian universities, conducting survey studies that measure the level of academic freedom among the students at various Jordanian universities, Supporting the academic freedom of the students at the institutions of higher education through deliberate and planned initiatives.

scholarly journals Pedagogical Stylistics as a Tool in the Classroom: An Investigation of EFL Undergraduate Students' Ability in Analyzing Poetic Language

2018 ◽  
Author(s):  
Arab World English Journal ◽  
Eman Adil Jaafar ◽  
Fatimah Khudair Hassoon
Keyword(s):  
Social Context ◽  
Foreign Language ◽  
Undergraduate Students ◽  
Literary Texts ◽  
Literary Language ◽  
Teaching Literature ◽  
Post Test ◽  
Second Year ◽  
Literary Awareness ◽  
Academic Year

This research paper draws on applying the tools of pedagogical stylistics in teaching literature in particular poetry to English as a foreign language (EFL) undergraduate Iraqi students. The language of literature is rich with social context, exquisite deviant forms, and vocabulary. This paper aims at examining to what extent pedagogical stylistics can be helpful in increasing students' literary awareness. In addition, to examine how it can help them to interpret and analyze selected poems that have been chosen for them to achieve this goal. For the purpose of gathering the required data a pre-test and a post-test are conducted. Verdonk's (2013) approach is adopted in teaching stylistic tools to the students. The participants were (40) second-year students of the academic year 2018-2017 from University of Baghdad, Iraq. Moreover, a questionnaire is distributed to know students' opinions about studying stylistics. The final results proved that (1-) pedagogical stylistics tools are of great significance to pay heed to the language of poetry or literary language in general, (2-)the questionnaire shows that most agreed on studying stylistics in the classroom. Thus, this study highly recommends that teachers of literary subjects should focus on stylistic tools in teaching literary texts.

scholarly journals Gender differences related to parental role of the youths’ moral and emotional intelligence developmentGençlerin ahlak ve duygusal zekâ gelişiminde ebeveyn rolüne yönelik toplumsal cinsiyet farklılıkları

2016 ◽  
Vol 13 (2) ◽  
pp. 2598 ◽  
Author(s):  
Nilüfer Özabacı ◽  
Tansu Mutlu ◽  
Duygu Çavdar ◽  
Eren Can Aybek
Keyword(s):  
Emotional Intelligence ◽  
Undergraduate Students ◽  
Descriptive Analysis ◽  
Structured Interview ◽  
Study Data ◽  
Faculty Of Education ◽  
Intelligence Development ◽  
And Control ◽  
Academic Year

Morality is related to differentiation between ‘good (may be right)’ or ‘bad (may be wrong)’. It usually includes a range of rules that individuals what they should do or should not do in their society. Morality is a kind of specific cognitive concept that involves conscious judgment and making decision on issues related to rightfulness, injustice, right-wrong, good-bad and behave in parallel with these decisions and judgments. Emotional intelligence has a moral dimension as well. Goleman clarifies concept of emotional intelligence, and he underlines emotions’ role on human behaviour and their close relationships. According to Goleman, the emotional intelligence is the ability to identify, assess, and control the emotions of one self, others, and groups. The study group consists of eight undergraduate students were studying at Eskisehir Osmangazi University Faculty of Education in the academic year 2013-2014. Students were selected from 183 university students among their results from Emotional Intelligence Scale (Ergin, Ismen and Ozabacı, 1999) and Determination of Value Test (Rest, 1979) was applied with 183 undergraduate students with the method of standards sampling with the help of the minimum and maximum scores was selected from individuals (Yildirim and Simsek, 2008). The data were collected by a semi-structured interview form that was prepared by the researchers. The development of form was created for the purpose of considering the questions of the study. Data were collected by interview and qualitative data collection techniques. During the interviews, audio recording was used with the data were analysed the collected recordings with the descriptive analysis. After the categorization of data, the Cappa coefficient was calculated for the consistency between categories. The majority of the participants explained themselves as fair, honest, and emotional. ÖzetAhlak, bireyin doğru ile yanlışı ayırt edebilmesini sağlayan ilkeler ve değerler bütünüdür. Ahlak gelişimi toplumun tüm değerlerine kayıtsız şartsız edilgin bir uyma değil, topluma etkin bir uyum sağlamak için değerler sistemi oluşturma süreci olarak tanımlanmaktadır. Duygusal zekâ, kişinin kendisinin ve başkalarının hislerini tanıma, kendisini motive etme, içindeki ve ilişkilerindeki duyguları yönetme yetisidir. Ona göre duygusal zekâ ahlaki boyutun bir parçasıdır. Araştırma, probleme uygun olarak algıların gerçekçi ve bütüncül bir biçimde, derinlemesine ortaya konmasını hedefleyen nitel araştırma modeli ve olgu bilim deseni ile desenlenmiştir. Araştırmaya Eskişehir Osmangazi Üniversitesi Eğitim Fakültesi’nde 2013-2014 öğretim yılında öğrenim gören 8 lisans öğrencisi katılmıştır. Araştırmaya katılan öğrenciler, daha önceden kendilerine Duygusal Zekâ Ölçeği (Ergin, İşmen ve Özabacı, 1999) ve Değerlerin Belirlenmesi Testi (Rest, 1979) uygulanmış olan 183 lisans öğrencisi arasından aykırı durum örneklemesi (Yıldırım ve Şimşek, 2008) yardımıyla en az ve en çok puan alan bireyler arasından seçilmiştir. Veriler nitel veri toplama tekniklerinden görüşme tekniği ile araştırmacılar tarafından hazırlanan yarı yapılandırılmış görüşme formu kullanılarak toplanmıştır. Verilerin toplanması aşamasında elde edilen ses kayıtlarının dökümü yapılmış ve dökümler üzerinden betimsel analiz yapılmıştır. Kodlamaların ardından, kodlayıcılar arası tutarlılığın belirlenebilmesi için Kappa katsayısı hesaplanmıştır. Çalışma grubundaki bireylerle yapılan görüşmeler sonucunda bireylerin çoğu kendisini adaletli, dürüst, duygusal olarak tanımladığı bulunmuştur. 

Academic Difficulty among Male Egyptian University Students

1985 ◽  
Vol 146 (2) ◽  
pp. 140-144 ◽  
Author(s):  
A. Okasha ◽  
M. Kamel ◽  
A. H. Khalil ◽  
A. Sadek ◽  
A. Ashour
Keyword(s):  
University Students ◽  
Psychiatric Disorders ◽  
Undergraduate Students ◽  
Psychiatric Illness ◽  
Male Students ◽  
Academically Successful ◽  
Academic Problems ◽  
Academic Difficulties ◽  
Academic Difficulty ◽  
Academic Year

SummaryA survey was made of academic difficulties among undergraduate students at Ain Shams University, Cairo, during the academic year 1979–1980. Almost 6% of students dropped out before graduating and a further 8% required substantial extra time to complete their course of study: these figures were almost identical for both sexes. Psychiatric disorders were diagnosed in 42% of male students with academic problems (compared with 9% among the academically successful), with neuroses accounting for nearly half of the cases and schizophrenia for a quarter. Serious psychiatric illness was nearly four times as frequent among 3rd-year students as among 1st-year students.

scholarly journals Students’ Opinions about the Distance Education to Art and Design Courses in the Pandemic Process

2020 ◽  
Vol 10 (3) ◽  
pp. 113
Author(s):  
Sehran Dilmaç
Keyword(s):  
Distance Education ◽  
Undergraduate Students ◽  
Qualitative Data ◽  
Structured Interview ◽  
Study Group ◽  
Spring Semester ◽  
Art And Design ◽  
Interview Technique ◽  
Student Views ◽  
Academic Year

This research was carried out to determine student views on distance education through art and design courses. The study group of the research consists of 45 undergraduate students studying at different faculties of İzmir Katip Çelebi University in Turkey during the spring semester of the 2019-2020 academic year. The focus of the article is to determine the effect of distance education, which is carried out suddenly, on students' perceptions of art lesson. A semi-structured interview technique was performed in this study which covered qualitative data collection techniques. Findings regarding the positive and negative aspects of distance education were obtained from students in the context of their impact on art classes. The results obtained in the research are as follows: The students who take art lessons via distance education are required distance education, also they do not experience any technical difficulties due to the availability of technology, they lost of motivation, they do not meet their socialization needs, and especially some techniques that require practice in art lessons.

Thrust Vectoring Design Project at Six Universities: Part I — Project Description and Final Designs

2013 ◽  
Author(s):  
Mark G. Turner ◽  
Markus P. Rumpfkeil ◽  
James T. VanKuren ◽  
Rory A. Roberts ◽  
Jeffrey Bons ◽  
...  
Keyword(s):  
Air Force ◽  
Undergraduate Students ◽  
Outreach Program ◽  
Thrust Vectoring ◽  
Jet Engine ◽  
Us Air Force ◽  
Project Description ◽  
The Us ◽  
Air Force Research Laboratory ◽  
Academic Year

An undergraduate student design and build project has been established by the US Air Force, Air Force Research Laboratory as part of an outreach program. During the 2011–2012 academic year, undergraduate students of six universities participated in designing a thrust vectoring system for a small (20 pound-thrust) jet engine. A description of the project parameters and student designs is given in this paper. It proved to be an extremely successful project, and other professors and students can learn from the different approaches taken by the six different teams and the project itself. Industry will also be interested in the depth and breadth of an undergraduate project that is being used to educate their future engineering workforce.

scholarly journals Exploring Gender and Self-Efficacy Ratings of Athletic Training Students over Time

2014 ◽  
Vol 9 (3) ◽  
pp. 127-134 ◽  
Author(s):  
W. David Carr ◽  
Jennifer L. Volberding
Keyword(s):  
Athletic Training ◽  
Analysis Of Variance ◽  
Undergraduate Students ◽  
Self Efficacy ◽  
Athletic Training Students ◽  
Instrument Validity ◽  
Athletic Training Student ◽  
Post Hoc ◽  
Academic Year ◽  
University Setting

Objective To describe the development of a self-efficacy instrument and to explore the changes by gender in student self-efficacy ratings over 1 year. Design and Setting An exploratory study utilizing an instrument that measures self-efficacy in undergraduate students in a university setting. Patients or Other Participants Thirty students (13 males and 17 females) enrolled in the professional phase of an undergraduate athletic training program. Main Outcome Measure(s) Student ratings of self-efficacy were measured using the Self-Efficacy in Athletic Training Student instrument. Validity was established through a panel of experts. Cronbach α was used to establish the reliability of the instrument. The instrument was administered 3 times during an academic year. Students were asked to rate their level of self-efficacy on a Likert scale (1 = not at all confident; 5 = very confident) on 16 components within 3 content areas. Descriptive statistics were calculated, and a nonparametric analysis of variance was used to determine differences in self-efficacy based upon time for each gender. Post hoc contrasts were used to examine when significant differences occurred among the 3 measures. Results The internal consistency for the overall instrument and each content area ranged from α = 0.91 to 0.96. Analysis of variance indicated statistically significant differences (P < .003) across the 3 times, with significant changes in self-efficacy by gender, with greater increases for females across the 3 measures to similar male levels of self-efficacy at the final measure. Conclusions Students' self-efficacy can be affected by many factors, some of which may be controlled or influenced. We have developed reliable measure for assessing student self-efficacy. It is the desire of the authors that athletic training programs will develop strategies to improve the efficacy of their students and use this method to assess the effectiveness of those strategies.

scholarly journals Evaluation of Textbook “The Language of Evaluation: Appraisal in English” from the Perspectives of Thai EFL Students: Implications of Systemic Functional Linguistics and Appraisal Theory

2020 ◽  
Vol 8 (2) ◽  
pp. p82
Author(s):  
Udomkrit Srinon
Keyword(s):  
Undergraduate Students ◽  
Liberal Arts ◽  
Appraisal Theory ◽  
English Curriculum ◽  
Good Level ◽  
Level Of Satisfaction ◽  
Efl Students ◽  
Academic Year

The purposes of this case study were to explore Thai EFL students’ levels of satisfactions regarding the implication of the book “The Language of Evaluation: Appraisal in English”, and to explore their comments and recommendations on the use of the course book in the Subject of Selected Topics in English based on appraisal theory developed by Martin and White (2005). The study employed the appraisal theory to teach three undergraduate students who enrolled in the Course of Selected Topics in English Curriculum at the Faculty of Liberal Arts and Science, Kasetsart University, Thailand, in the 2019 academic year. A questionnaire was used to collect data of students’ level of satisfaction towards the course. Analysis of the study shows that for all sections of evaluation: the book, the lecturer and student’s learning and evaluation, the students evaluated the lecturer at the “good” level (mean=4.27) followed by the book (mean=3.394) and student’s learning and reflection (mean=3.53). In this regard, they evaluated the book from an overall perspective at the “good” level (mean=3.94). In more detail, the chapter they rated as the first rank is Chapter 1 Introduction which has the highest mean of 4.13 followed by Chapter 2 Attitude: Ways of feeling (mean=4.07), Chapter 3 Engagement and graduation: Alignment, solidarity and the construed reader (mean=3.93), Chapter 4 Evaluative key: Taking a stance (mean=3.93) and Chapter 5 Enacting Appraisal: Text Analysis (mean=3.60) respectively. For the section of student’s learning and reflection, they evaluated their learning at the “good” level (mean=3.53) which is the least mean of all sections. The students advised that some chapters of the book were difficult for them to understand since they were not familiar with terms used. The analysis also shows that the students mainly suggest that the book should be integrated into the course continuously every semester which would be beneficial for students in understanding how to evaluate language use in different contexts. However, more easy examples should be included in the book.

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