The need to diversify educational cloud activities arose due to social distancing, the widening of individual differences between learners, and the need to employ the possibilities offered by cloud education to achieve language goals.
This research identifies the perceptions of non-native Arabic language learners towards the cloud-based educational activities based on the entrance of multiple intelligences.
The descriptive approach was used, and a questionnaire was designed, consisting of: (Linguistic, Musical, visual- Spatial, Interpersonal, and Interpersonal). The sample consisted of (33) male and female students.
The results showed that learners' perceptions are highly positive on all areas of activities. The highest percentage was interpersonal intelligence activities. Also, there are no statistically significant differences due to the sex.
The originality of the research presents a vision of the entrance of multiple intelligences; To benefit from its educational applications in teaching Arabic online to non-native speakers, and to keep pace with global trends in the adoption of cloud education and its activities. It is also expected that the results of this research will benefit the following groups: institutions concerned with teaching foreign languages, experts who prepare curricula for teaching Arabic, and teachers of Arabic for non-native speakers.
<p style="text-align: justify;">This study investigated the effectiveness of visual mind mapping as a reading strategy for improving English language learners' critical thinking skills. Students from two general English courses were randomly assigned to experimental and control groups. California Critical Thinking Test was used to assess participants' critical thinking skills. The findings revealed a statistically significant difference at (p < .005) in the mean scores of the experiment and control groups in the post-test due to visual mind mapping strategy in favor of the experimental group with a positive and significant impact on participants' critical thinking skills. The findings also showed that the experimental group’s scores were significantly improved in all indicators of critical thinking. The study results showed that visual mind mapping strategy affected the increased of critical thinking skills and reading comprehension ability. The study's findings revealed that using a visual mind mapping strategy had a significant improvement impact on English language learners critical thinking skills and reading ability.</p>
Background: In South Africa, developing criticality among learners is essential for their careers in school and outside school. However, knowledge and understanding of critical literacy within the schooling context is unclear, with only patchy guidance available for teachers.Objectives: An intervention project was set up to discover how community signs could be used as a pedagogical tool for teaching learners to be critical readers. The focus of the study was teaching English second language learners to use language as an instrument for creative and critical thinking.Method: In this ‘study within a study’, the learners’ role has been elevated to that of researchers. As ‘researchers’, the learners collected community signs from around their township and conducted interviews with community members. They analysed the signs and interview transcripts using Fairclough’s method of critical discourse analysis. The social semantic theory was used to anchor this study.Results: The first attempt at being critical readers was the categorisation of data. Three categories that formed broad themes were observed. The learners’ responses gave insight into their own ‘processes’ of reception and processes of production of the signs. The results suggest learners developing an ability to read signs as instantiations of township discourses.Conclusion: Teaching critical literacy awareness can be achieved when teachers use texts drawn from familiar contexts. The study contributes to knowledge on how unconventional texts can be used in the classroom to develop criticality among learners.
Background and Purpose: In order to compete with native speakers, EFL and ESL students are under more pressure to produce native-like academic papers. This has led to more reliance on online grammar checkers, but these can be ineffective with regards to identifying and giving feedback on particular grammatical forms, phrasing and issues relating to style. Language learners may not be effectively correcting these errors. Hence, this study aims to examine the effectiveness of one online grammar checker, grammarly.com, with that of self-editing.
Methodology: This case study employed a descriptive approach to data analysis. 199 essays were collected from undergraduates at four universities in Kyushu, dated from April, 2019 to January, 2020. 99 essays were proofed by an online grammar checker, while 100 essays were self-edited. The English proficiency level of the participants was at the lower to intermediate range (i.e., TOEIC 300 to a TOEIC 500). The online grammar checker Grammarly was utilized by all participants to minimize issues relating to feedback. In the analysis of data, the complexity, accuracy, and fluency (CAF) of the essays was assessed in order to examine the significant changes between the first and other drafts, and the types of errors produced.
Findings: Results showed that there were no significant differences found in terms of the methods of editing, although the participants who employed online grammar checkers had better results. It was also shown that there were no significant differences in terms of syntactical complexity with either method of editing. There were fewer errors committed by the participants who self-edited, but there were no significant differences in the edited drafts with regards to errors/100 ratios, error-free clauses, and error-free clause ratios. The study showed marginal differences between the two methods of proofing but indicated that online tools can be useful for identifying certain grammatical errors.
Contributions: This paper argues that educators need to work more with EFL learners on the editorial and proofing process, but online grammar checkers may be a useful pedagogical tool to help low-proficient L2 learners.
Keywords: Writing quality, editing, online grammar checkers, proofing, syntactical complexity.
Cite as: Long, R. (2022). Online grammar checkers versus self-editing: An investigation of error correction rates and writing quality. Journal of Nusantara Studies, 7(1), 441-458. http://dx.doi.org/10.24200/jonus.vol7iss1pp441-458
How do language learners avoid the production of verb argument structure overgeneralization errors (*The clown laughed the man c.f. The clown made the man laugh), while retaining the ability to apply such generalizations productively when appropriate? This question has long been seen as one that is both particularly central to acquisition research and particularly challenging. Focussing on causative overgeneralization errors of this type, a previous study reported a computational model that learns, on the basis of corpus data and human-derived verb-semantic-feature ratings, to predict adults’ by-verb preferences for less- versus more-transparent causative forms (e.g., * The clown laughed the man vs The clown made the man laugh) across English, Hebrew, Hindi, Japanese and K’iche Mayan. Here, we tested the ability of this model (and an expanded version with multiple hidden layers) to explain binary grammaticality judgment data from children aged 4;0-5;0, and elicited-production data from children aged 4;0-5;0 and 5;6-6;6 (N=48 per language). In general, the model successfully simulated both children’s judgment and production data, with correlations of r=0.5-0.6 and r=0.75-0.85, respectively, and also generalized to unseen verbs. Importantly, learners of all five languages showed some evidence of making the types of overgeneralization errors – in both judgments and production – previously observed in naturalistic studies of English (e.g., *I’m dancing it). Together with previous findings, the present study demonstrates that a simple learning model can explain (a) adults’ continuous judgment data, (b) children’s binary judgment data and (c) children’s production data (with no training of these datasets), and therefore constitutes a plausible mechanistic account of the acquisition of verbs’ argument structure restrictions.
In the past half century, the research on emotions of foreign language learners (FLL) has shifted the focus from an exclusive analysis of negative emotions to a more holistic study of both negative emotions and positive emotions, and currently to mediators of multiple emotions. Of the FLL’s negative emotions, foreign language anxiety (FLA) attracts the most attention. Researchers have widely discussed the relationship between FLA and foreign language achievement, the influencing factors of FLA, the dynamicity of FLA as well as regulation and intervention strategies of FLA. Foreign language enjoyment (FLE) is the most heavily studied research subject on FLL’s positive emotions. Researchers generally focus on the influencing factors of FLE, the dynamicity of FLE and the relationship between FLE and FLA. With the implementation of holistic education, emotional intelligence (EI), a mediator of multiple emotions of FLL, has been becoming a newly hot topic in the field of FLL’s emotions. By reviewing the previous studies, this paper proposes that the future research on FLL emotion needs to expand the research perspectives, enrich the research topics, and innovate the research methods.
Bilingualism has long been within the scope of creativity studies that investigate creativity and problem solving. This study aims to explore the possible effect of bilingualism on the verbal creativity of English language learners. Participants from a bilingual and an English as foreign language teaching program within the same school were selected as an experimental and a control group respectively to compare verbal creativity. A series of creative English writing tasks designed by the authors were assigned to a total of 86 third grade (aged 7–8) students. Both the English as foreign language group (N = 42) and the bilingual group (N = 44) were subject to assessment and evaluation in terms of verbal creativity. The two cohorts completed the same creative writing tasks that were then assessed by a board of five English teachers from the same school who were trained by the authors to assess verbal creativity using a Student Product Assessment Form. An independent samples Student’s t-test was conducted and descriptive statistics of both cohorts for 9 of the assessment form were analyzed. The results showed that the students on the bilingual program outperformed those on the English as foreign language program in terms of verbal creativity. The study offers implications for English language teaching in primary schools with reference to developing creative verbal language skills at early ages.