scholarly journals Education Interventions to Improve Knowledge, Beliefs, Intentions and Practices with Respect to Dietary Supplements and Doping Substances: A Narrative Review

Nutrients ◽  
2021 ◽  
Vol 13 (11) ◽  
pp. 3935
Author(s):  
Jana Daher ◽  
Dalia El Khoury ◽  
John J. M. Dwyer
Keyword(s):  
Young Adults ◽  
Dietary Supplements ◽  
English Language ◽  
Language Education ◽  
Assessment Tools ◽  
Psychological Consequences ◽  
English Language Education ◽  
Education Interventions ◽  
Different Populations ◽  
Almost All

The misuse of dietary supplements and doping substances is commonly associated with toxicity, nutritional imbalances, and health and psychological consequences. This is alarming especially in light of the increasing prevalence of the use of dietary supplements and doping, particularly among young adults including athletes. There is evidence that education interventions can lead to improved knowledge, intentions, and practices. However, no review has summarized and evaluated the effectiveness of such interventions. The aim of this article is to review the characteristics, contents and effects of education interventions that were designed and implemented to improve knowledge, attitudes, beliefs and intentions with respect to the use of dietary supplements and doping agents in different populations. PubMed, Scopus, CINAHL, PsycInfo and Google Scholar were searched for English-language education interventions targeting dietary supplements and doping substances. A total of 20 articles were identified and have generally provided consistent findings. Most interventions reported a significant improvement in knowledge on dietary supplements and doping agents. Unfortunately, the heavy reliance on self-reported assessment tools limits the validity of these interventions, with almost all articles targeting athletes and adolescents.

Language Teaching in New Zealand

1981 ◽  
Vol 2 ◽  
pp. 189-202
Author(s):  
Grameme D. Kennedy
Keyword(s):  
Nineteenth Century ◽  
New Zealand ◽  
English Language ◽  
Language Teaching ◽  
Language Education ◽  
English Language Education ◽  
British Colonization ◽  
English Speaking ◽  
National Boundaries ◽  
Almost All

Language teaching in New Zealand as it relates to the theme of this volume, the movement of people across national boundaries, has had two main directions. The first, arising from the nineteenth century British colonization of tribal Maori society with the subsequent ceding of the land to the British crown, focused on the language education of the indigenous Maori people primarily through the schooling of children. In the 1980's almost all Maoris speak English and a minority are actively bilingual. Language teaching in New Zealand as it relates to the theme of this volume, the movement of people across national boundaries, has had two main directions. The first, arising from the nineteenth century British colonization of tribal Maori society with the subsequent ceding of the land to the British crown, focused on the language education of the indigenous Maori people primarily through the schooling of children. In the 1980's almost all Maoris speak English and a minority are actively bilingual. The second direction, occurring particularly over the last decade or so, has focused on the English language education of immigrants speaking English as a second language and coming as adults or children to a largely English speaking country. This review deals particularly with these two major directions in language teaching and does not, therefore, cover the teaching of foreign languages such as French or German as academic subjects in New Zealand.

scholarly journals Mapping Out the Future: A Proposal of A CLIL Research Agenda in China

2021 ◽  
Vol 3 (9) ◽  
pp. 01-12
Author(s):  
Hengzhi Hu
Keyword(s):  
Higher Education ◽  
Conceptual Model ◽  
Research Agenda ◽  
English Language ◽  
Language Education ◽  
Evidence Based ◽  
English Language Education ◽  
Diverse Context ◽  
Almost All ◽  
And Task

This paper sets out to place the research on Content and Language Integrated Learning (CLIL) within the border of Chinese academia. In considering the limited amount of empirical research in China, the author problematises the construction of a shared CLIL research agenda aimed at extending the scope of the current academic scenario. A conceptual model is formulated based on the constructive proposal brought forward by Coyle et al. (2010) that CLIL research should involve the examination and understanding of performance evidence, affective evidence, process evidence and materials and task evidence. Given that almost all the reviewed CLIL studies were conducted in the scope of English language education in higher education, this model is positioned within a broad multilingual and educationally diverse context in China. A more comprehensive, rich and evidence-based research scenario is expected from Chinese researchers whose work is not only to extend the CLIL research agenda but also to probe into it in the long way ahead.

scholarly journals THE PERCEIVED INFLUENCE OF PART-TIME TEACHING ON STUDENTS’ PERFORMANCE IN MICRO-TEACHING CLASS

2019 ◽  
Vol 7 (1) ◽  
Author(s):  
Siti Khasinah ◽  
Yuliar Masna ◽  
Anita Siregar
Keyword(s):  
Quantitative Research ◽  
English Language ◽  
Language Education ◽  
Assessment Tools ◽  
Research Approach ◽  
English Language Education ◽  
Class A ◽  
Teaching Goals ◽  
Part Time ◽  
Asking Questions

The main objective of this study was to examine the perceived influence of part-time teaching on students’ performance in Micro-Teaching class. A quantitative research approach using questionnaire was carried out to get the view of thirty students of 2014 intake year of Department of English Language Education, Faculty of Tarbiyah and Teacher Training, Universitas Islam Negeri (UIN) Ar-Raniry Banda Aceh. The findings indicated that students were helped by having part-time teaching through developing skills and confidence, reducing anxiety and fear, developing ability of managing classroom, increasing ability in selecting teaching goals and in preparation of lesson plans, proper worksheet, assessment tools, instructional media, and teaching methods. In addition, it supported them to improve their ability in asking questions and speaking in front of groups as well as to use time effectively. To conclude, part-time teaching has increased students’ skills in micro-teaching class.

‘English is always proportional to one’s wealth’: English, English language education, and social reproduction in South Korea

Multilingua ◽  
2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Lee Jin Choi
Keyword(s):  
Young Adults ◽  
South Korea ◽  
Social Reproduction ◽  
English Language ◽  
Language Education ◽  
World Language ◽  
English Language Education ◽  
Economic Stagnation ◽  
Underlying Mechanisms ◽  
Social Class Reproduction

AbstractWhile quality English language education is not equally accessible in many EFL countries, neoliberalism and its ideology of language as a neutral skill that everyone can acquire has obscured inequalities caused by the heavy emphasis on English as a dominant world language. Using South Korea as an example, I examine how individuals, especially young adults, living in the neoliberal market economy perceive and recognize the overwhelming emphasis on English as a dominant world language and its underlying mechanisms that contribute to social reproduction in EFL countries. In analyzing the popular Korean discourse Theory of Spoon Class (sujeogyegeublon), I examine how English is beginning to be recognized as an active tool to maintain and solidify social class reproduction, and how the construction of English as a purchasable good then results in feelings of despair, hopelessness and resentment among individuals, especially young adults who need to survive in the precarious job market with rising unemployment rates and prolonged economic stagnation.

scholarly journals Qualitative properties of mathematical model of English language education

2021 ◽  
Vol 2021 (1) ◽  
Author(s):  
Atena Ghasemabadi ◽  
Nahid Soltanian
Keyword(s):  
Mathematical Model ◽  
Global Stability ◽  
Equilibrium Point ◽  
English Language ◽  
Language Education ◽  
Qualitative Properties ◽  
English Language Education ◽  
Compound Matrices ◽  
Reproduction Numbers ◽  
Coexistence Equilibrium

AbstractThis paper presents a mathematical model that examines the impacts of traditional and modern educational programs. We calculate two reproduction numbers. By using the Chavez and Song theorem, we show that backward bifurcation occurs. In addition, we investigate the existence and local and global stability of boundary equilibria and coexistence equilibrium point and the global stability of the coexistence equilibrium point using compound matrices.

‘I'm Telling You … The Language Barrier is the Most, the Biggest Challenge’: Barriers to Education among Karen Refugee Women in Australia

2012 ◽  
Vol 56 (2) ◽  
pp. 126-141 ◽  
Author(s):  
Paula G. Watkins ◽  
Husna Razee ◽  
Juliet Richters
Keyword(s):  
Language Proficiency ◽  
English Language ◽  
Language Education ◽  
Well Being ◽  
English Language Education ◽  
Barriers To Education ◽  
Refugee Women ◽  
Education Participation ◽  
And Gender ◽  
The Impact

This article examines factors influencing English language education, participation and achievement among Karen refugee women in Australia. Data were drawn from ethnographic observations and interviews with 67 participants between 2009 and 2011, collected as part of a larger qualitative study exploring the well-being of Karen refugee women in Sydney. Participants unanimously described difficulty with English language proficiency and communication as the ‘number one’ problem affecting their well-being. Gendered, cultural and socio-political factors act as barriers to education. We argue that greater sensitivity to refugees' backgrounds, culture and gender is necessary in education. Research is needed into the combined relationships between culture and gender across pre-displacement, displacement and resettlement and the impact of these factors on post-immigration educational opportunities. Training is needed to sensitise educators to the complex issues of refugee resettlement. The paper concludes with recommendations for service provision and policy.

Analysis of EFL Learners’ Integrative and Instrumental Motivation Factor at English Language Education Undiksha

2021 ◽  
Vol 1 (1) ◽  
pp. 55-62
Author(s):  
Made Surya Mahendra ◽  
Ni Luh Putu Eka Sulistia Dewi ◽  
Ida Ayu Made Istri Utami
Keyword(s):  
Language Learning ◽  
English Language ◽  
Language Education ◽  
Target Language ◽  
Education Students ◽  
English Language Education ◽  
Motivation Factors ◽  
Integrative Motivation ◽  
Language Attitude ◽  
Learning English

This study aimed (1) to analyze motivation’s factor that affects English Language Education Students in achieving learning English both in instrumental and integrative motivation; (2) to analyze the major factor of motivation that affect students; and (3) to analyze how the major factor of motivation influence the students in achieving their goal in learning English. The survey was employed as a method of data collection through questionnaires and interviews. Both instruments consisted of instrumental and integrative motivation, which each dimension involves three factors of motivation. The results showed that English Language Education students were affected by six motivation factors. Those are academic, social, economic, attitude toward learning the target language, attitude toward the target language community, and desire to learn the target language. Among those motivation factors, the academic and attitude toward learning the target language were the major factor that affects students in achieving their goal in language learning.

English Education Reform in Asian Countries

2021 ◽  
Author(s):  
Wenyang Sun ◽  
Xue Lan Rong
Keyword(s):  
Education Reform ◽  
English Language ◽  
English Education ◽  
Language Education ◽  
Asian Countries ◽  
Education Policies ◽  
English Language Education ◽  
Rapid Urbanization ◽  
The Status ◽  
Globalized World

Language education is becoming an increasingly important topic in education in Asian countries, especially as schools in Asian countries have become more multilingual and multicultural as a result of rapid urbanization and globalization. A comparative analysis of the issues in language education reform in Asian countries—using China, India, Japan, South Korea, and Singapore as examples—shows that, historically and currently, English language education policies are shaped by various underpinning ideologies such as linguicism, nationalism, and neoliberalism. English can serve as a vehicle for upward socioeconomic mobility, or an instrument of linguistic imperialism, or both, in Asia contexts. These ideologies, through language education policies and reforms, impact the status as well as the pedagogy and promotion of the English language. There is a trend and a need with regard to addressing critical consciousness in English education in order to counter the forces of linguicism and neoliberalism in an increasingly multilingual, multicultural, and globalized world.

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