scholarly journals THE USE OF CONFLICT IN CRITICAL READING PRACTICES: ESL STUDENTS’ OPINIONS ON THE EFFECTIVENESS OF THE CRITICAL READING MODULE

2021 ◽  
Vol 6 (43) ◽  
pp. 71-82
Author(s):  
Suyansah Swanto ◽  
Wardatul Akmam Din ◽  
Irma Wani Othman ◽  
Megawati Soekarno
Keyword(s):  
Undergraduate Students ◽  
Critical Reading ◽  
Reading Practices ◽  
Esl Students ◽  
Two Phases ◽  
Academic Assignments ◽  
Malaysian Students

Critical reading is regarded by many as the most important of the four skills, and the desire to enhance the ability of ESL students to read critically is grounded in the knowledge that increased capability will give them an extra advantage in not only extracting valuable information from texts and acquiring knowledge but also in using it more effectively in their academic assignments. Therefore, it is necessary to carefully consider how to develop a module aimed at such outcomes, and this paper reports on a study that examines the opinions of a group of Malaysian undergraduate students at a Malaysian University with regard to their experience with the Critical Reading Module and to highlight the development of these ESL readers. Data for this paper was collected from a questionnaire distributed at two phases (week 1 and week 14) to sixty undergraduate students. The findings show that at the start of the research this group of Malaysian students demonstrated a lack of analytic skill. However, post-research they did show increased confidence as readers and they became more critical in their reading.

Leitura crítica: Por uma escola que se posiciona

2020 ◽  
Author(s):  
Richard Fernandes de Oliveira ◽  
Iran Ferreira de Melo
Keyword(s):  
Sexual Violence ◽  
Language Teaching ◽  
Gender And Sexuality ◽  
Learning Assessment ◽  
Critical Reading ◽  
Reading Practices ◽  
Self Assessment ◽  
Educational Vision ◽  
The Media ◽  
Teaching Learning

With this work, we aim to propose a didactic application of the news genre, from the perspective of critical reading practices in Portuguese language teaching, to approach the experiences of dissident gender and sexuality people who are being viewed and represented by the media hegemonic in Brazil. Therefore, we offer teachers 5 texts and 10 activities that can be used for the development of a didactic project that articulates several areas of knowledge and that is also built from an educational vision that dialogues reading, criticism , teaching, learning, assessment and self-assessment. In this sense, due to the theme we are dealing with, we assume a political-epistemological tone combating gender and sexual violence, with education being our battlefield.

scholarly journals Active teaching model to promote critical thinking

2019 ◽  
Vol 72 (1) ◽  
pp. 293-298
Author(s):  
Fábio da Costa Carbogim ◽  
Larissa Bertacchini de Oliveira ◽  
Melina Mafra Toledo ◽  
Flávia Batista Barbosa de Sá Diaz ◽  
Greicy Kelly Gouveia Dias Bittencourt ◽  
...  
Keyword(s):  
Critical Thinking ◽  
Undergraduate Students ◽  
Educational Intervention ◽  
Life Support ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Teaching Model ◽  
Active Teaching ◽  
Two Phases ◽  
Teaching Learning

ABSTRACT Objective: To present the experience of elaboration and implementation of the Active Teaching Model to Promote Critical Thinking (MEAPC), associated to Problem-Based Learning (PBL), for undergraduate students in Nursing. Method: Case report on the experience of the educational intervention (MEAPC + PBL) with undergraduate students in Nursing, in a 20-hour course on Basic Life Support (BLS). The MEAPC was validated by judges to guide the analysis of clinical cases. Critical Thinking (CT) skills were assessed using the California Critical Thinking Skills Test. Result: The educational intervention took place in two phases: elaboration and implementation, allowing not only the production of knowledge about BLS, but also the development of CT and exchange of experiences for teaching-learning. Conclusion: The association of the MEAPC to the PBL in the course of BLS organized the learning, gave opportunity to acquire knowledge and to stimulate the skills of the CT.

A comparative study of formal coaching and mentoring programmes in higher education

2022 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Jenni Jones ◽  
Helen A. Smith
Keyword(s):  
Higher Education ◽  
Undergraduate Students ◽  
Business School ◽  
Best Practice ◽  
Application Process ◽  
Content Type ◽  
Record Keeping ◽  
Practice Recommendations ◽  
Matching Process ◽  
Two Phases

PurposeThe purpose of this paper is to evaluate two coaching and mentoring programmes focused on the ever-increasingly important aim of enhancing the chances of professional level employment for undergraduate students, at two UK universities. In addition, to offer recommendations to enhance coaching and mentoring success within higher education (HE).Design/methodology/approachTwo similar programmes are compared; the first study is a coaching programme delivered in two phases involving over 1,500 students within the business school. The second study is a mentoring programme involving over 250 students over a ten-year period within the business school at a different institution.FindingsThe two programmes have been compared against the key success criteria from the literature, endorsed by coaching and mentoring experts. The results highlight the importance of integrating with other initiatives, senior management commitment, budget, an application process, clear matching process, trained coaches and mentors, induction for both parties, supportive material, ongoing supervision and robust evaluation and record keeping.Research limitations/implicationsThe research focuses on two similar institutions, with comparable student demographics. It would have been useful to dig deeper into the effect of the diverse characteristics of coach/mentor and coachee/mentee on the effectiveness of their relationships. In addition, to test the assumptions and recommendations beyond these two institutions, and to validate the reach and application of these best practice recommendations further afield.Practical implicationsThe results identify a number of best practice recommendations to guide HE institutions when offering coaching and mentoring interventions to support career progression of their students.Originality/valueThere are limited comparison studies between universities with undergraduate career-related coaching and mentoring programmes and limited research offering best practice recommendations for coaching and mentoring programmes in HE. The top ten factors offered here to take away will add value to those thinking of running similar programmes within HE.

scholarly journals Assessing undergraduate students' reading process: insights from questionnaire and reading task data

2010 ◽  
Vol 10 (3) ◽  
pp. 723-746
Author(s):  
Claudia Finger-Kratochvil ◽  
Rosane Silveira
Keyword(s):  
College Students ◽  
Undergraduate Students ◽  
Reading Ability ◽  
Native Language ◽  
Reading Process ◽  
Reading Practices ◽  
Reading Task ◽  
Entry Level ◽  
Reading Abilities ◽  
Time Reading

Many institutions have been studying the construction of different aspects of the reading process and the reader (e.g. OECD, INEP), and they have revealed a gap in the process of building reading abilities at all levels of education. The present study focuses on entry-level college students and analyzes data from thirty-three students, collected by means of (a) two questionnaires assessing the participants' views of the reading process, purposes of reading, and their reading practices, and (b) three reading units designed to measure the participants' reading ability in their native language. The results revealed that a large number of students spend little time reading, although they report that reading is a rewarding activity. Moreover, for most of them, reading is a bottom-up process, and the consequences of this view can be observed in their performance on the reading tasks.

scholarly journals The Impact of Print vs. Digital Resources on Moroccan University Students’ Reading Habits, Uses, and Preferences

2018 ◽  
Vol 52 ◽  
pp. 02001
Author(s):  
Maryem Larhmaid
Keyword(s):  
Undergraduate Students ◽  
Reading Practices ◽  
Reading Habits ◽  
Reading Behaviors ◽  
Digital Resources ◽  
Online Newspapers ◽  
Digital Devices ◽  
Reading Materials ◽  
Information Consumers ◽  
The Impact

The widespread use of digital resources, the Internet and the development of technology have brought several significant changes in reading practices, preferences and use among information consumers. Readers of the 21st century have many options for reading thanks to the rapid growth of electronic-based reading materials, instead of printed ones, such as online newspapers, electronic books, digital encyclopedias, and online academic journals, as well as the expansion of e-book readers. All of these have contributed to changing readers’ reading strategies, reading preferences, and attitudes toward the act of reading. In the field of academia, for instance, there has been a tremendous shift from paper-based reading to screen-based reading. Given the fact that digital devices have become pervasive, and that reading has recently become a digital activity, this article proposes the need to investigate the impact of print vs. digital reading materials on Moroccan undergraduate students’ reading behaviors, preferences and use.

scholarly journals Entering the Lady’s Dressing Room: Using feminist game design to look at and beyond the male gaze in Swift’s The Lady’s Dressing Room.

2020 ◽  
Vol 10 (1) ◽  
Author(s):  
Melanie Holm
Keyword(s):  
Undergraduate Students ◽  
Game Design ◽  
Literary Translation ◽  
Game Playing ◽  
Male Gaze ◽  
Reading Practices ◽  
Interactive Fiction ◽  
Fictional World ◽  
Dressing Room ◽  
Digital Sphere

In 2017, I developed “Entering the Lady’s Dressing Room,” an Interactive Fiction game based on Jonathan Swift’s satiric poem “The Lady’s Dressing Room” (1734) to help my students become better readers of Restoration satire, and poetry generally. I did this for two reasons: to test whether the digital mediation of game-playing could help my undergraduate students more fruitfully engage with the poem, and 2) to theorize the similarities between poetic interpretation, the multiple narrative-making experience of game-playing. This article takes seriously the idea that poetry is play. It describes the circumstances that led to the development of the game and why Swift’s poem seemed an appropriate site for such experimentation. Crucial to game construction is a commitment to theories feminist game design that complement the poem’s own indictment of sexist determinism. With meditations on the affinity between poems and games, an examination of preceding experiments of literary translation into the ludic digital, details on game construction and local objectives, this article reflects on how digital mediation suggests a self-conscious mode of reading as a phenomenon of fictional world building. I don’t mean to suggest that this approach is necessarily appropriate for every poem or that every poem can be translated into the digital sphere in this way; rather, I want to share how the case of Entering the Lady’s Dressing Room suggests that the experience of translating a poem into Interactive Fiction can contribute to the formation of careful, detail-oriented reading practices in undergraduate readers. And poetry, if nothing else, is about the details.

scholarly journals The Prevalence and Frequency of Authorial Identity among Undergraduate Students in Fiji

2018 ◽  
Vol 7 (6) ◽  
pp. 136
Author(s):  
Jasbir Karneil Singh ◽  
Ben K. Daniel
Keyword(s):  
Academic Success ◽  
Undergraduate Students ◽  
Academic Writing ◽  
First Year ◽  
Esl Students ◽  
First Year Students ◽  
Student Writers ◽  
Authorial Identity ◽  
National University ◽  
Authorial Voice

Expressing an authoritative voice is an essential part of academic writing at university. However, the performance of the authorial self in writing is complex yet fundamental to academic success as a large part of academic assessment involves writing to the academy. More specifically, the performance of the authorial self can be complex for English as a Second Language (ESL) student-writers. This research investigated the extent to which ESL first-year students at the Fiji National University perform their authorial voice using interactional metadiscourse in their academic writing. The study employed a quantitative analysis of corpus produced by 16 Fijian ESL undergraduate students enrolled in an EAP course. The research found that the ESL authorial voice was predominantly expressed through boosters and attitude markers, with relatively little usage of other interactional metadiscoursal elements such as hedges, engagement markers and self-mentions. Further, the research showed that this particular cohort expressed their authorial voice and identity through boosted arguments and avoiding language that directly mentions the authorial self. The study concludes that the ESL authorial self for this cohort manifests itself in a selected range of selected interactional metadiscoursal elements, requiring the need to raise the awareness of self-reflective expressions for ESL students. The study also encourages further exploration of ESL authorial identity construction in academic writing at undergraduate level and beyond.

scholarly journals Knowledge and self-reported confidence in antimicrobial stewardship programme among final year pharmacy undergraduate students in Malaysia and Nigeria

2021 ◽  
pp. 298-305
Author(s):  
Usman Abubakar ◽  
Abubakar Sha’aban ◽  
Mustapha Mohammed ◽  
Haseeb Tariq Muhammad ◽  
Syed Azhar Syed Sulaiman ◽  
...  
Keyword(s):  
Antibiotic Resistance ◽  
Antibiotic Therapy ◽  
Undergraduate Students ◽  
Antimicrobial Stewardship ◽  
Knowledge Score ◽  
Cross Sectional Study ◽  
Pharmacy Students ◽  
Online Questionnaire ◽  
Cross Sectional ◽  
Malaysian Students

Objective: This study evaluated the knowledge and self-reported confidence of antimicrobial stewardship (AMS) among pharmacy students in Malaysia and Nigeria. Methods: A cross-sectional study was conducted among final year undergraduate pharmacy students in a university from both Nigeria and Malaysia using a 59-item online questionnaire. Results: A total of 150 final year undergraduate pharmacy students completed the questionnaire. Exposure to infectious diseases clerkship was higher among the Malaysian students (78.2% versus 25.4%; p < 0.001). Overall, the knowledge score for antibiotic resistance and AMS were comparable (6.2 ± 1.5 and 3.6 ± 1.2, respectively versus 5.9 ± 1.6 and 3.3 ± 1.3). The knowledge of antibiotic therapy was higher among the Malaysian students (5.4 ± 1.8 versus 4.2 ± 1.8; p < 0.001) while self-reported confidence to participate in AMS was higher among the Nigerian students (median 48.0, IQR 26 – 75 versus median 36.5, IQR 15 – 75; p < 0.001). Conclusions: Pharmacy students in Malaysia and Nigeria have appreciable knowledge of antibiotic resistance, antibiotic therapy and AMS. More training on topics is recommended to improve the skills and competency of future pharmacists to participate in AMS.

scholarly journals READING DIFFICULTIES AMONG MALAYSIAN UNDERGRADUATE ESL LEARNERS: A PRELIMINARY STUDY

2021 ◽  
Vol 6 (43) ◽  
pp. 62-70
Author(s):  
Eugenia Ida Edward ◽  
Kamsilawati Kamlun ◽  
Wardatul Akmam Din ◽  
Chelster Sherralyn Jeoffrey Pudin
Keyword(s):  
Academic Performance ◽  
Undergraduate Students ◽  
Reading Strategies ◽  
Quantitative Method ◽  
Reading Difficulties ◽  
Main Idea ◽  
Study Data ◽  
Preliminary Study ◽  
Esl Learners ◽  
Malaysian Students

Reading deficiency in reading English texts or materials among ESL undergraduate students has been one of the most significant problems in Malaysia. Educators in Malaysia are currently facing the problem as it reflects on their students’ academic performance. This study aims to investigate Malaysian ESL undergraduate students’ reading difficulties in reading English texts. 25 Malaysian students who are taking advanced English courses in a university, were selected to participate in this study. A quantitative method was employed for this study. The questionnaires were designed to fit the purpose of this study. Data analysis was done using SPSS to analyse the data collected. The result shows that students are weak in grasping the main idea when they are reading, having poor vocabulary, lack of reading habit and interest in reading English texts, and are pressured with the lack of time when reading. It can be concluded that reading deficiency affects their academic performance and their English proficiency. In overcoming their difficulties, students must equip themselves with some reading strategies to help them to comprehend the English texts that they are reading.

scholarly journals UM ESTUDO SOBRE AS PRÁTICAS DE LEITURA DE ALUNOS DO ENSINO MÉDIO

Revista X ◽  
2013 ◽  
Vol 2 (0.2013) ◽  
Author(s):  
Paula Kracker Francescon
Keyword(s):  
High School ◽  
High School Students ◽  
English Language ◽  
Specific Activity ◽  
Critical Reading ◽  
Reading Practices ◽  
School Students ◽  
Reading Processes ◽  
Language Studies ◽  
Reading Activity

 RESUMO: Este trabalho apresenta os resultados parciais de pesquisa de cunho etnográfico que visa a descrever processos de leitura em língua estrangeira de um grupo de alunos do ensino Médio de uma escola pública de Londrina - PR. A coleta dos dados desta pesquisa ocorreu durante curso de leitura em língua inglesa oferecido aos alunos do ensino Médio da referida escola, ministrado pela professora-pesquisadora e com participação voluntária dos alunos. As atividades que proporcionaram a coleta dos dados foram produzidas com o objetivo de possibilitar leitura crítica aos participantes do curso. Assim, este estudo parte dos pressupostos dos Estudos Críticos da Linguagem (FAIRCLOUGH, 1989; 1992) e concepções sobre leitura crítica (WALLACE, 1992; FIGUEIREDO, 2000; HEBERLE, 2000). Neste trabalho, analiso dados provenientes de uma atividade de leitura realizada durante as aulas, com propósito de notar respostas críticas construídas pelos alunos para essa atividade específica. Com isso, é possível perceber o desenvolvimento das práticas de leitura desse grupo de alunos do ensino Médio. PALAVRAS-CHAVE: Leitura Crítica; Língua Inglesa; Ensino Médio.  ABSTRACT: This research presents the partial results of an ethnographic research which aims to describe the reading processes in foreign language of a group of high school students from a public school in Londrina - PR. The data for this research was collected during reading classes offered to the students, conducted by the researcher and with voluntary participation of the students. The activities used during the classes, which provided the data to this work, were created with the objective of making it possible for the students to develop critical reading. So, this work uses the assumptions of Critical Language Studies (FAIRCLOUGH, 1989; 1992) and the conceptions about Critical Reading (WALLACE, 1992; FIGUEIREDO, 2000; HEBERLE, 2000). In this work, I analyze data provided by one reading activity performed during the classes, aiming at noticing critical answers construed by the students to this specific activity. From this analysis, it is possible to notice the development of reading practices of this group of high school students. KEY-WORDS: Critical Reading; English Language; High School.

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