Universitetet i Agder: UiA Journal System
Not a member yet
368 research outputs found
Sort by
Effects of Rater Training on the Assessment of L2 English Oral Proficiency
No full textThe main objective of this study was to examine whether a Rater Identity Development (RID) program would increase interrater reliability and improve calibration of scores against benchmarks in the assessment of second/foreign language English oral proficiency. Eleven primary school teachers-as-raters participated. A pretest–intervention/RID–posttest design was employed and data included 220 assessments of student performances. Two types of rater-reliability analyses were conducted: first, estimates of the intraclass correlation coefficient two-way random effects model, in order to indicate the extent to which raters were consistent in their rankings, and second, a many-facet Rasch measurement analysis, extended through FACETS®, to explore variation regarding systematic differences of rater severity/leniency. Results showed improvement in terms of consistency, presumably as a result of training; simultaneously, the differences in severity became greater. Results suggest that future rater training may draw on central components of RID, such as core concepts in language assessment, individual feedback, and social moderation work
READING NOVELS IN THE RENEWED MIDDLE GRADES ENGLISH CLASSROOM: : Some passing thoughts on choosing and using novels from teacher to (future) teacher
No full textYoung adult fiction; interpretative community; critical reading; teacher autonomy; ENG01-0
Editorial
No full textEditorial for Special Issue 4.2, on Socio-Technical Sustems Thinking in Manufacturing
“Make the Appointments Obligatory”: The Cultural and Institutional Challenges of Establishing a University Writing Center in Norway
No full textIn the US, writing centers have a long history at institutions of higher learning. Often housed in individual colleges, writing centers function to help both undergraduate and graduate students develop their writing skills and become more confident, independent writers. Assistance, which is typically offered by students who are themselves seasoned writers, takes form in both face-to-face and online tutoring sessions, and can focus on tenets of writing ranging from general skills (e.g., outlining, drafting, organization) to discipline- or genre-specific assignments (e.g., theses, reports, presentations). In recent years, efforts have been made to transfer the writing center culture across the pond; success stories have popped up in a wide range of European countries. Yet several contexts have yet to be investigated. The purpose of this study was to examine the challenges of establishing a writing center at the Department of Teacher Education (Institutt for lærerutdanning) at the Norwegian University of Science and Technology (NTNU). In autumn 2019, 43 pre-service second-year students taking a course on Content and Language Integrated Learning (CLIL) were obligated to make one appointment with the writing center to discuss drafts of a paper for a required assignment. Afterwards, they completed a survey detailing the experience of their visit. Results revealed that while students on the whole benefited from the sessions to discuss their writing, the students hinted at several cultural deviations that have the potential to hobble efforts of establishing a writing center. Instructional implications are discussed
Development of intercultural competence among a class of 5th graders using a picture book
No full textThis paper presents a study in a Norwegian English as a Foreign Language class of 5th graders aimed at investigating the learners' ability to decentre - a skill within intercultural competence, - through the use of the picture book The Soccer Fence by Phil Bildner. Based on Byram's theory on intercultural competence and Piaget's theory on decentring, a literary context was created around a one-group pretest-posttest design. The participants' ability to decentre was measured before and after an intervention period which consisted of reading the story and the pupils' investigating the characters' different perspectives through different tasks. The results were then checked for statistical significance, which is presented in the first part of the article. The second part of the article includes results from group interviews, which were carried out to either strengthen or challenge the pretest and posttest findings. Results showed statistical significance, indicating that the ability to decentre did increase after the intervention. This was also supported by the interview
Writing in L2: Norwegian Students’ Use of Translanguaging at the Draft Stage
No full textThis study explores Norwegian students’ use of translanguaging at the draft stage of writing in English (L2). 37 drafts containing language alternation were analyzed using the proposed integrated framework of translanguaging and pragmatic code-switching. The analysis showed that the students’ uses of translanguaging range from a strategic juxtaposition of linguistic elements fulfilling certain socio-pragmatic functions, to highly flexible language alternation with the aim of generating content or experimenting with one’s linguistic repertoire. Based on the results, the study argues for the utility of the integrated framework of translanguaging and code-switching in answering the call for more empirical research on written form(s) of translanguaging in mainstream multilingual language classrooms
Systematic motivation work in the language classroom - An action research study from southern Norway
No full textThis study set out to investigate how teachers can support students in developing a metacognitive language-learning strategy that increases intrinsic motivation to learn. To do so, we carried out an intervention where we applied a motivation model in eight language groups in various upper secondary schools. This method focused on identifying goals, success factors, obstacles, as well as making an action plan to succeed with reaching individual goals. Our findings show that the students studying English were more concerned with mastering skills, in particular speaking, whereas the foreign language students were more concerned with performance-based objectives, such as learning grammar and getting good grades. Also, we saw that many of the English students found the approach useful and motivating, whereas most of the foreign language students were somewhat negative to it. As this study involved a limited number of groups, it could be regarded a pilot study. Despite this limitation, we conclude that the method applied in this study may provide a useful tool for developing self-regulated learners, but this needs to be tested in further studies
Effectiveness of Simplex: the case of Portuguese Social Security
No full textDebureaucratization initiatives are usually welcomed due to the anticipation of its benefits. Although such was the case of Simplex, its effectiveness is yet understudied and thus this scientific article aims to make a balance of the implementation of Simplex project. This balance covers both its effectiveness on the specific case of the Portuguese Social Security System as well as its levers and blockages in the ultimate goal of debureaucratize.The scarcity of information about Simplex impact encouraged this exploratory research as well as the methodological option that backed up a qualitative approach. Findings suggest Simplex is much more than deadlines and cost decrease, and improving people’s lives. It is not just information and communication technologies (ICT), administrative simplification and legislative simplification. Simplex has a 360º impact. It is relationship, communication and information.To achieve this, measures must be transversal to Public Administration (PA) and the private sector, demanding participation, transparency and accountability, valuing the human resources, as the best asset, because it is necessary to guarantee equity and generate trust in citizens in order to uphold the image of Social Security. But this also requires working the culture, in its most diverse facets, all with the political commitment.Overall, a suitable number of Key Performance Indicators (KPI) that allow monitoring and the comparability of the results is required as well as identifying constraints and blockages, and implementing corrective measures to reduce the risks of Simplex. In this way can Simplex become a tool of continuous improvement
Das Inszenieren von authentischen Dramentexten im Fremdsprachenunterricht Deutsch der Oberstufe. Eine drama- und theaterpädagogische Projektarbeit für die erste Klasse einer weiterführenden norwegischen Sportschule anhand von dramatischen Tierfabeln
No full textZwei theoretische Bausteine bilden den Ausgangspunkt der vorliegenden Arbeit : Einerseits bieten authentische Dramentexte bzw. dramatische Tierfabeln eine gute didaktische Ergänzung zu den norwegischen Lehrbüchern für Deutsch (Niveau II) an wie etwa Gedichte oder Prosatexte. Andererseits leisten drama- und theaterpädagogische Ansätze im Fremdsprachenunterricht Deutsch (FSU) einen Beitrag sowohl zur Förderung allgemeiner Grundfertigkeiten als auch zum Erreichen überfachlicher Lernziele. Als Beispiel für einen theaterorientierten FSU im Fach Deutsch in der norwegischen Oberstufe wird eine sechswöchige drama- und theaterpädagogische Projektarbeit für die erste Klasse einer weiterführenden Sportschule anhand von fünf dramatischen Tierfabeln präsentiert. Zur empirischen Überprüfung der theoretischen Annahmen dieses Theaterprojekts werden drei Audioaufnahmen und ein Follow-up-Schüler-Fragebogen als Datenerhebungs- und Auswertungsmethode ausgewählt und deren inhaltliche Ergebnisse dargestellt, analysiert und ausgewertet. Abschließend werden zwei Desiderate für künftige Forschungsfelder beleuchtet