scholarly journals Sink or swim? Responsible situated agency constructed by socioeconomically underprivileged students of English in neoliberal Brazil

2020 ◽  
Vol 8 ◽  
Author(s):  
Carla Janaina Figueredo
Keyword(s):  
Qualitative Study ◽  
English Language ◽  
Language Education ◽  
Classroom Interactions ◽  
Structured Interviews ◽  
English Teaching ◽  
Egalitarian Society ◽  
Centripetal Forces ◽  
Study Participants ◽  
The Relationship

This article discusses the results of a four-year investigation on the neoliberal challenges faced by socioeconomically underprivileged students in Brazil who were majoring in English teaching. It is a qualitative study that employs the concept of language as a sociocultural and dialogical practice as well as the concepts of responsibility and agency; it also examines the relationship between these students’ experiences and neoliberalism as seen in language education. The data generated by questionnaires, students’ essays, and semi-structured interviews reveal that the participants’ initiatives to engage themselves in outside classroom interactions acted as counter-centralizing forces. By exercising their responsible situated agency towards their English language appropriation process, these participants react against neoliberal challenges viewed here as hierarchical centripetal forces that constrain their access to different kinds of capital. The study participants are also guided by the agency of spaces promoted by discourses marked by decolonial thinking; however, though these students find different ways to negotiate neoliberal challenges, it is still crucial that the faculty in charge of the investigated context build on existing decolonial practices in the classroom. In doing so, more students can become part of “discursive actions” that foster their responsible situated agency towards a more egalitarian society. 

Home practice in Mindfulness for Psychosis groups: A systematic review and qualitative study

2020 ◽  
Author(s):  
Pamela Charlotte Jacobsen ◽  
Twinkle Choksi ◽  
Katherine Sawyer ◽  
Cassia Maximen ◽  
Emma Harding ◽  
...  
Keyword(s):  
Systematic Review ◽  
Qualitative Study ◽  
Treatment Outcomes ◽  
Community Care ◽  
Home Practice ◽  
Structured Interviews ◽  
Core Component ◽  
Record Data ◽  
Study Participants ◽  
The Relationship

Objectives: Regular home practice is considered a core component of mindfulness groups and may be associated with better treatment outcomes. This study aimed to 1) review the existing evidence on how much home practice people do in Mindfulness for Psychosis groups, and 2) explore participants’ experiences of the barriers and facilitators to completing home practice in a Mindfulness for Psychosis group using a qualitative study.Methods: In study 1, we conducted a systematic review of Mindfulness for Psychosis studies and extracted data on home practice rates. In study 2, we conducted semi-structured interviews with people who had completed a Mindfulness for Psychosis group (N=5) as part of their routine community care, specifically focusing on experiences of home practice.Results: Out of twenty-two studies included in the systematic review, only 4 reported any data on amount of home practice, and none examined the relationship between completion of home practice and treatment outcomes. In the qualitative study, participants described home practice as being difficult but important. Arising themes were similar to findings from previous (non-psychosis) studies suggesting that generic challenges are common, rather than being specific to psychosis.Conclusions: We recommend that future Mindfulness for Psychosis studies record data on home practice rates, in order to investigate any association between home practice and treatment outcome. Our qualitative findings suggest home practice can be a valued part of a Mindfulness for Psychosis group, and a normalising approach could be taken when and if participants encounter common challenges.

scholarly journals PRE-SERVICE TEACHERS’ SELF-REGULATED LEARNING STRATEGY, MOTIVATION, AND REVISION BEHAVIORS IN EFL ACADEMIC WRITING

2019 ◽  
Vol 8 (2) ◽  
pp. 193
Author(s):  
Salim Nabhan
Keyword(s):  
Academic Writing ◽  
English Language ◽  
Learning Strategy ◽  
Language Education ◽  
English Language Education ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Writing Revision ◽  
Personal Process ◽  
The Relationship

<p>The present study explored pre-service teachers’ self-regulated learning strategy<br />and motivation in EFL academic writing. A further aim of the study is to<br />investigate the relationship between their self-regulated learning strategy and<br />motivation as well as to explore the revision behaviors in English academic<br />writing. A questionnaire was administered to 56 pre-service teachers (PST)<br />majoring English language education. The questionnaire covered 16 items of<br />questions regarding self-regulated learning strategy comprising environmental<br />process, behavioral process, and personal process, as well as motivation. PSTs’<br />revisions of academic writing were also assessed using writing revision categories<br />to identify their revision behaviors. Descriptive analyses indicated that<br />participants were moderate to high in their self-regulated learning strategy and<br />motivation toward their writing activities. Furthermore, the result showed that<br />despite the fact that self-regulated learning strategy in the aspect of environmental<br />strategy and personal strategy did not significantly correlate with motivation,<br />behavioral strategy significantly correlated with motivation. In addition to this,<br />among the revision categories, the aspects of organization, citation, mechanics,<br />language use, and references were the most common categories of revisions,<br />while content and format were the least ones. The study might have implication<br />on the PST’s EFL academic writing instruction.<br />Keywords: self-regulated learning strategy, motivation, revision, EFL academic<br />writing</p>

scholarly journals Online English Comics as Reading Materials for English Language Education Department Students

2021 ◽  
Vol 10 (3) ◽  
pp. 1359-1369
Author(s):  
A. Syahid ◽  
Ulfah Khoirotunnisa
Keyword(s):  
Qualitative Study ◽  
English Language ◽  
Data Gathering ◽  
Reading Motivation ◽  
Language Education ◽  
Education Department ◽  
English Language Education ◽  
Reading Material ◽  
Language Knowledge ◽  
Reading Materials

<p style="text-align: justify;">Online English comic is one of reading material that can be used by students. Students should be triggered by interesting and understandable reading material to increase their reading motivation and English proficiency. The objective of this study is to discuss the benefits of online English comics as reading materials and to discover the applications and websites that are usually used by students to read online English comics. This study applied the descriptive qualitative study supported by interviews as a data-gathering technique. The results of this study showed the benefits of online English comics as reading materials. Those are adding language knowledge such as vocabulary and grammar, enhancing reading comprehension, building critical thinking, increasing creativity, and developing reading motivation. The second finding is about the applications and websites to read English comics that students prefer to read. There are some applications and websites that are usually used by students to read English comics. The applications are Webtoon and Ciayo Comic, and also the websites include Mangakakalot.com, Mangareaderapp.com, Mangazuki.info, and Mangapanda.com.</p>

scholarly journals Understanding Relationship between Milestone and Decision-Making in Project Management: A Qualitative Study among Project Managers in Saudi Arabia

2018 ◽  
Vol 13 (8) ◽  
pp. 184 ◽  
Author(s):  
Umar Altahtooh ◽  
Thamir Alaskar
Keyword(s):  
Decision Making ◽  
Saudi Arabia ◽  
Project Management ◽  
Qualitative Study ◽  
Thematic Analysis ◽  
Project Managers ◽  
Structured Interviews ◽  
Pragmatic Research ◽  
The Impact ◽  
The Relationship

Despite the importance of milestone as a key knowledge in project management, there has been lack of research to understand the relationship between milestones and decision-making. This paper presents a pragmatic research context that aims understanding the nature of milestones and their relationship with different decision-making structures and responsibilities across projects. Data were collected through 14 semi-structured interviews with project managers and analyzed using thematic analysis. The findings explore the concepts of project milestones among project managers in Saudi Arabia. The paper finds that there is a relationship between milestones and the impact on decision-making.

Challenges and Perspectives of Language Education Technology in Brazil

2020 ◽  
pp. 555-578
Author(s):  
Eliane Thaines Bodah ◽  
Josh Meuth Alldredge ◽  
Brian William Bodah ◽  
Alcindo Neckel ◽  
Emanuelle Goellner
Keyword(s):  
Public Schools ◽  
Teaching And Learning ◽  
English Language ◽  
New Technologies ◽  
Education Technology ◽  
Educational Communication ◽  
Language Education ◽  
Learning Technologies ◽  
Structured Interviews ◽  
For Profit

Our chapter aims to explore the challenges, advances, and perspectives of language-education technology in Brazil. Language-education is an extremely important topic for Brazil because many indigenous languages are nearing extinction due to the legacies of colonization and the fact that Portuguese, the national language of Brazil, is the only official language and thus the single most utilitarian method of communication. This issue is further complicated by Brazil's increasingly globalized economy, which, for many individuals, demands the acquisition of a foreign language in order to compete. The English language has been introduced into the curriculum of the vast majority Brazilian public schools over the course of the past few decades. Additionally, several private, for-profit English learning enterprises now have widespread services throughout the country. But rates of English (and even Portuguese) fluency still vary greatly among the population. This raises a number of critical questions that will be discussed in this work. Why is learning a new language such a challenge? Which methodologies can be utilized to increase language acquisition and build fluency? What are the new technologies that are used in teaching a second language in Brazilian schools, and how is their impact being measured? Are Brazilian teachers prepared to integrate new technologies and innovative methods of teaching and learning? Our methodology involves bibliographical research including a literature review, a case-study, and participatory research through semi-structured interviews. Our results have shown that several technologies are being implemented in Brazil, and that as a theoretical framework, educational communication has been recognized as a powerful tool to incorporate such technologies in language education. Overall, the use of learning technologies is common and growing among students, while it is increasing at a more institutional pace among teachers.

“I Don’t Fit in Here and I Don’t Fit in There:” Understanding the Connections between L1 Attrition and Feelings of Identity in 1.5 Generation Russian Australians

2019 ◽  
Vol 16 (2) ◽  
pp. 238-268 ◽  
Author(s):  
Beatrice Venturin
Keyword(s):  
Language Proficiency ◽  
First Language ◽  
Language And Identity ◽  
Structured Interviews ◽  
1.5 Generation ◽  
L1 Attrition ◽  
Identity Perception ◽  
Study Participants ◽  
The Relationship

The present study analyzes four adult Russian-Australian 1.5ers, heritage bilinguals whose first language is Russian, and who immigrated to Australia or New Zealand during their primary school years. Semi-structured interviews conducted with the case-study participants examined their attitudes toward their Russian, their L1, and English, their L2. The interviews explored the participants’ schooling history, language use, perceived language proficiency, dominance and use, perceived L1 attrition, and feelings about their identity. The aim of the study was to understand the connections between language, particularly L1 attrition, and identity for this cohort of 1.5 generation speakers, as well as factors that may influence their identity perception. The results emerging from the study’s data reconfirm the role played by language in identity construction. At the same time, they suggest that for 1.5ers the relationship between language and identity also needs to be considered in relation to L1 attrition. This factor, in fact, might contribute to identity conflicts and trigger the desire to return to one’s roots.

scholarly journals Exploring the Relationship between Writing Apprehension and Writing Performance: A Qualitative Study

2016 ◽  
Vol 9 (8) ◽  
pp. 134 ◽  
Author(s):  
Kamal J. I. Badrasawi ◽  
Ainol Zubairi ◽  
Faizah Idrus
Keyword(s):  
Qualitative Study ◽  
Negative Influence ◽  
Writing Apprehension ◽  
Depth Information ◽  
Structured Interviews ◽  
Contributing Factors ◽  
Writing Performance ◽  
Writing Skill ◽  
Teaching Learning ◽  
The Relationship

<p class="apa">Writing skill is seen as a cornerstone of university students’ success in both academic and career life. This qualitative study was conducted to further explore the teachers’ and students’ perceptions on the relationship between writing apprehension and writing performance, contributing factors of writing apprehension, and strategies to reduce writing apprehension. Semi-structured interviews were conducted to get more in-depth information from two respondents: one experienced instructor of teaching writing at the Centre for Languages and Pre-University Academic Development (CELPAD), International Islamic University Malaysia, and another, a graduate student who was reported to having a high level of writing apprehension using Daly and Miller’s (1975) questionnaire on writing apprehension. Thematic analysis approach was used for data analysis. Both respondents were convinced that writing apprehension has a negative influence on students’ writing performance; the sources of contributing factors could be students, instructors, and teaching learning setting; and writing apprehension could be reduced through suggested strategies. It is recommended that instructors should be more aware of students’ problems in the writing skill.</p>

scholarly journals Treatment of female and male inpatient crack users: a qualitative study

2013 ◽  
Vol 35 (1) ◽  
pp. 36-45 ◽  
Author(s):  
Rosemeri Siqueira Pedroso ◽  
Félix Kessler ◽  
Flavio Pechansky
Keyword(s):  
Qualitative Study ◽  
Health Care Services ◽  
Spiritual Support ◽  
Structured Interviews ◽  
Criminal Involvement ◽  
Care Services ◽  
Preventive Actions ◽  
The Relationship ◽  
Purposive Sample ◽  
Crack Users

OBJECTIVE: To map treatment trajectories in a sample of male and female crack users through their narratives about the course of treatment seeking and their attempts to access health care services in Brazil. METHODS: Qualitative study of a purposive sample (five female and nine male hospitalized crack users) using semi-structured interviews. The interviews were transcribed and data explored using content analysis. RESULTS: Respondents reported difficulties getting access to hospitalization, relapse after discharge, and abandonment of treatment. There seems to be a peculiar model of behavior for women and men while dealing with craving for crack: while women got involved with prostitution and consequently became infected with HIV, every men of the sample reported criminal involvement. CONCLUSIONS: The relationship between relapse and a social environment conducive to consumption, associated with belief or disbelief in spiritual support, prostitution, and the legal complications arising from the use of crack, are relevant issues and should be taken into consideration in the development of preventive actions aimed at this specific population.

scholarly journals STUDENTS’ PERCEPTIONS TOWARD THE EFFECTIVENESS OF COLLABORATIVE BRAINSTORMING IN ACADEMIC WRITING CLASSES

2020 ◽  
Vol 1 (2) ◽  
Author(s):  
Listyani - Listyani
Keyword(s):  
21St Century ◽  
Academic Writing ◽  
21St Century Skills ◽  
English Language ◽  
Classroom Interaction ◽  
Language Education ◽  
Structured Interviews ◽  
Group Discussions ◽  
English Language Education ◽  
Writing Classes

The 21st century skills include collaboration and teamwork, creativity and imagination, critical thinking, and problem solving. In writing  classes collaborative brainstorming is one of many activities that can be conducted by teachers to help students develop their 21st century skills. It is because collaborative brainstorming makes students think critically, creative, work better in a group, and solve problems collaboratively. This study investigated students’ perceptions on the use of collaborative brainstorming in Academic Writing classes and its effectiveness in the students’ eyes in writing. The participants of this study were 33 English Language Education Program (ELEP) students who were taking Academic Writing class. The data were analyzed qualitatively, supported by open ended questionnaires and semi-structured interviews. The results of the data analysis exposed to prove that collaborative brainstorming helps students in Academic Writing projects. Finally, this study indicates the importance of classroom interaction during classroom learning activities. This study also suggests a strategy to overcome students minor participation during group discussions. The 21st century skills include collaboration and teamwork, creativity and imagination, critical thinking, and problem solving. In writing  classes collaborative brainstorming is one of many activities that can be conducted by teachers to help students develop their 21st century skills. It is because collaborative brainstorming makes students think critically, creative, work better in a group, and solve problems collaboratively. This study investigated students’ perceptions on the use of collaborative brainstorming in Academic Writing classes and its effectiveness in the students’ eyes in writing. The participants of this study were 33 English Language Education Program (ELEP) students who were taking Academic Writing class. The data were analyzed qualitatively, supported by open ended questionnaires and semi-structured interviews. The results of the data analysis exposed to prove that collaborative brainstorming helps students in Academic Writing projects. Finally, this study indicates the importance of classroom interaction during classroom learning activities. This study also suggests a strategy to overcome students minor participation during group discussions.

scholarly journals From Best Friends to Silent Ends: Exploring the Concepts of Ghosting in Non-Romantic Relationships

2021 ◽  
Vol 2 (10) ◽  
pp. 943-950
Author(s):  
Megan Ann Yap ◽  
Angelo Miguel Francisco ◽  
Christian Gopez
Keyword(s):  
Qualitative Study ◽  
Mass Media ◽  
Romantic Relationships ◽  
Video Communication ◽  
Romantic Partner ◽  
Structured Interviews ◽  
Best Friends ◽  
The Past ◽  
The Common ◽  
The Relationship

Ghosting is a popular term in mass media that has continued to baffle many with its ambiguity as a dissolution strategy. Multiple studies in the past have explored ghosting within romantic relationships, examining how this dissolution strategy has impacted the two parties involved: the initiator (ghoster) and the non-initiator (ghostee). However, it has been stated that ghosting can exist outside of romantic relationships as it may also occur within friendships or even if the relationship is questionably nonexistent. The objectives of the paper seek to understand how ghosting happens within these non-romantic relationships, its effects on the initiators and non-initiators, and its possible differences when compared to romantic relationships. Semi-structured interviews were conducted through video communication platforms on thirty respondents ages 18-25 who have experienced ghosting or been ghosted by a friend. Through the use of descriptive phenomenological qualitative study, the results revealed that 1) ghosting in non-romantic relationships occurs on technology-mediated channels, 2) the initiators experienced post-dissolution feelings of regret, 3) the non-initiators experienced feelings of uncertainty, 4) ghosting a friend is more socially acceptable than ghosting a romantic partner, and, 5) ghosting is more frequent in non-romantic relationships due to the lower levels of commitment and expectations. Other recurring themes, such as the common reasons behind ghosting for the initiators and ghosting as a justifiable means of dissolving the relationship, were also found.  

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