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Embedding Countries Governance in Assessing Companies' Sustainable Development Goals (SDGs) Reporting: A Quantitative Analysis
Get PDFThe United Nations Sustainable Development Summit in New York in September 2015 resulted in a tumultuous period for the companies in their quest to support the 17 Sustainable Development Goals (SDGs). The adoption of SDGs by all United Nations member states targets ending poverty and other deprivations, developing strategies to improve health and education, reducing inequality, and spurring economic growth while tackling climate change and working to preserve oceans and forests. This paper aims to assess the influence of countries' governance six dimensions (Voice and Accountability, Political Stability and Absence of Violence/Terrorism, Government Effectiveness, Regulatory Quality, Rule of Law, and Control of Corruption) on European companies' Sustainable Development Goals (SDGs) reporting from 2019 to 2021. To achieve this goal, quantitative research was conducted through linear parametric regressions. The econometric analysis is based on six regression equations, one for each countries' governance dimension, data being collected from Thomson Reuters, World Bank Governance Indicator, and International Monetary Fund databases. The sample includes 2542 companies headquartered in Europe, with 6644 panel data observations highlighted. The results show that the indicators regarding countries’ governance negatively influence companies' SDGs reporting. This study fills the gap in countries' governance research in relation to companies' SDGs reporting, which helps develop future research. Therefore, future research should address other methods of quantifying the score of companies' SDGs reporting. Furthermore, this research may be extended to all 193 United Nations member states to investigate the impact of SDGs reporting on country performance
The Rise of Social Behavior in Social Media Marketing During Pandemic
Get PDFThe adoption of technology has changed rapidly during the global pandemic Covid-19 especially in the sector of trading. Previous studies found that businesses that are used to utilizing technology in their operational activities tend to be more able to survive during the pandemic, including small and medium businesses. The research aims to investigate the social behavior through social media platforms and how this behavior increases during the Covid-19 pandemic in Indonesia. The study adopts consumer decision-making (CDM) model as a framework with a slight modification in the phase of post-purchase behavior. Data collected thru online questionnaires as many as 377 social media active users in Indonesia and analyzed using paired sample t-test. Paired sample t-test aims to perceive whether the analyzed paired sample experiences significant changes. The results revealed that during pandemic situations, social media as a medium for identifying, collecting information, evaluating, comparing and post-purchase expressions are increased. In addition, the data also shows an increase of consumers’ post-purchase behaviors that voluntarily promote their purchased goods and services during pandemic situations. This paper contributes on a different perspective of post purchase behavior where the main focus of this concept is not only to influence and change public behaviors but to invite the public to act as a social marketer in order to achieve broader social benefits. The article contains a different paradigm about social marketing which should be considered further and push social marketing behavior forward to gain broader benefits for the community
Investigating the EFL Learners’ Visual Word Recognition: Words’ Frequency, Length, Regularity and Superiority Effects in Comparison
Get PDFThis study scrutinized the effects of words’ superiority, regularity, frequency and length on the intermediate and advanced EFL learner's visual word recognition. Moreover, it attempted to check whether each of these parameters could be statistically a significant predictor on recognition tasks. Accordingly, 118 intermediate and 127 advanced adult EFL learners were selected randomly from English Language Institutes based on their performance on the McMillan Placement Test (MPT). The needed data was collected through a developed Visual Word Recognition Test (WORT) and the Peabody Picture Vocabulary Test (PPVT). The findings indicated that all the mentioned factors significantly affected both the intermediate and the advanced EFL learners’ overall word recognition by varying degrees (words’ frequency, length, superiority and regularity, respectively), however, the advanced learners’ recognition was generally faster on both recognition tests. Moreover, words' regularity was found to play a more effective role for the intermediates than the advanced learners on recognition tasks. Furthermore, words’ frequency, regularity and length were found to be proper predictors on comprehension tasks
On the Value of Explicit Instruction: The View from Sociocultural Theory
Get PDFThis article provides a theoretical and empirical argument in support of explicit language instruction. It proposes on theoretical grounds that certain features of a language are sufficiently complex and subtle that learners are unlikely to be able to decipher their full conceptual meaning on the basis of exposure alone. It further proposes that the kind of explicit instruction that has been assumed in much of SLA research—based on structural rules of thumb—is inappropriate and that an alternative approach, grounded in principles of sociocultural theory is an effective means of promoting development, which in the theory calls for both explicit conceptual knowledge and extensive and intensive communicative practice. The approach, or model, is referred to as Concept-based Language Instruction (C-BLI). Empirical support for explicit instruction using C-BLI is derived from pedagogical studies using the model. In addition, evidence from L2 neuroscience ERP research is considered as well as evidence from cultural evolution. The principles of C-BLI are compared to those supporting Dynamic Usage-Based instruction which emerges from L2 research informed by Complex Dynamic Systems Theory
The Impact of Corrective Feedback on L2 Pragmatics Production in Face-to-face and Technology-mediated Settings
Get PDFThis paper presents findings from a quasi-experimental study that examined the effect of corrective feedback (CF) on L2 pragmatics, specifically comparing Face-to-Face (FF) and Technology-Mediated (TM) modes. The study involved a total of forty-four ESL students from three parallel intact classes. The primary focus of this paper is to report the results obtained from data collected through production tasks employing Role-play scenarios. To analyze the data, a mixed-model Analysis of Variance was conducted, examining the main and interaction effects of CF, delivery mode (FF and TM), speech act type (request and refusal), and time (pre-test, post-test, and delayed post-test). The results demonstrated that CF had a substantial positive effect on L2 pragmatic production, resulting in significant overall improvement. Furthermore, the results showed that both FF and TM modes of CF were similarly effective for enhancing pragmatic production. Additionally, the study demonstrated that the effects of CF on pragmatic production were durable and long-lasting. Altogether, these findings support the utilization of corrective feedback in technology-mediated language instruction within L2 classrooms
The Role of Age in Second Language Development
Get PDFThis article delves into the ongoing debate surrounding the role of age in second language acquisition, examining developments over the past three decades and highlighting contentious issues. We argue that the commonly held belief in age’s pivotal role is frequently contradicted by empirical evidence. Additionally, we examine the age-related debate with respect to foreign language teaching. A brief review is provided on advances in neuroscientific techniques, which show that the adult brain retains substantial plasticity for language learning, followed by a discussion of these findings in relation to lifelong language learning. Finally, we turn to Complex Dynamic Systems Theory, which offers a dynamic perspective that emphasizes the evolving interplay of age, context, and individual factors, pointing to the need for more qualitative research
Preparing EAP Students for the Transfer Climate: EAP Instructors’ Perceptions of the Role of EAP Courses
Get PDFAlthough the issue of learning transfer has been given much attention in English-for-academic-purposes (EAP) research, the factor of transfer climate could be investigated further. The current study examines what the instructors of EAP perceive can be done to prepare students for the transfer climate. The transfer climate refers to the nature of the target context of instruction and the support for learning transfer perceived by a learner in that target context (Burke & Baldwin, 1999). The target context in EAP education is the discipline courses that students take alongside or after EAP courses. The transfer climate may be supportive or unsupportive depending on whether such discipline courses accommodate for students’ transfer of EAP skills. Data was gathered through semi-structured interviews with 22 EAP instructors and, subsequently, three of them were observed to see what actually happens in their EAP courses (Borg, 2015). The findings outline eight steps that can be taken to prepare students for the transfer climate, seven within EAP courses, and one within discipline courses. From what was observed, few of the steps that participants mentioned in the interviews were actually implemented in the classes. Both practical implications and implications for future research are outlined
Introducing Peacebuilding Philosophy to Language Teacher Education
Get PDFRebecca L. Oxford’s contributions to academia extend well beyond language learning strategy research, for which she is well known, to embrace peace education in language classrooms. Inspired by her peace education philosophy, this study first describes the influence of Oxford’s scholarly research in peace approach. Then, it presents a case study of five preservice teachers, all native Turkish speakers, who were guided to adopt the peace approach philosophy to develop creative teaching materials to be implemented in the Practicum course. Throughout six hours of weekly lessons at a state middle school, the preservice teachers integrated peacebuilding activities into their English instruction. The analysis of the qualitative data from lesson plans, classroom observations, and reflective writings, revealed compelling findings. Preservice teachers who implemented peacebuilding activities showcased increased competence and awareness of peace education philosophy, and they reported feeling more confident and fulfilled in their teaching. Children exposed to peacebuilding activities experienced a shift in their emotional state. It was also found that peacebuilding activities fostered inner harmony, boosted self-confidence, and enhanced children’s English learning engagement. The study highlights the crucial role of integrating peace education into teacher education programs, particularly for language teachers. Equipping educators with the tools and philosophies of peacebuilding can empower them to become agents of positive change, cultivating global citizens who embrace harmony and understanding
An Activity Theoretic Exploration of the Causes of Language Learners’ Misbehavior: Teachers’ Belief in Focus
Get PDFThis study attempts to explore the teachers’ beliefs on the causes of learners’ misbehavior in language classrooms. To do so, 23 language teachers completed a narrative frame in which they discussed a misbehavior experience they had in the class and why they thought it happened; they, then, attended semi-structured interviews where they discussed their experiences regarding learners’ misbehavior. A thematic analysis was employed and the data was analyzed with an eye on the study’s theoretical underpinning, i.e., Activity Theory (AT). The results indicated that there are different sources of misbehavior on different interconnected components of AT. In the “tool” component, the emergent themes were materials constraints, technological challenges, and hobbies interventions. In the “rules”, some themes such as teaching methodology, socio-cultural norms, and political, and ideological intolerance or disobedience emerged. It was in the “community” component of AT that the data revealed social phenomena, colleagues and authorities, and learners heterogeneity. Finally, in the “division of labor” the emerged themes were overwhelming responsibilities, family issues, and executives’ dereliction. The findings suggest a new look at language learners’ misbehavior and inform teacher education programs in which teachers are trained on this issue to manage learning in their classrooms effectively
The Exploration of EFL Preservice Teachers’ Self-Perceived Importance of Assessment Literacy
Get PDFIt is fundamental for language teachers to assess their students’ performance. Therefore, they should be familiar with various forms of assessments because teaching and assessing languages are closely related and have a great deal to do with one another. This study examined EFL preservice teachers’ perceptions of assessment literacy at a medium-sized university in South Korea, employing a survey questionnaire of self-perceived language assessment. The survey results reveal significant variability in the confidence levels of EFL preservice teachers across six domains of assessment literacy, with the highest confidence in preventing cheating and the lowest in constructing tests for advanced learners. Challenges in communicating assessment results, particularly with parents, indicate a need for professional development in communication strategies. While ethical practices and digital assessment literacy show strong commitment and proficiency, areas like avoiding "teaching to the test" and designing online tests require further training to ensure comprehensive assessment capabilities. Such an investigation in this study will assist in spreading the significance of assessment literacy and its results on teaching and learning. The implication of the study is expected to improve the policies and practices in the field of education