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The Relationship Between Career Women and Its Effects on Achieving Family Harmony with Maqashid Shariah Framework
Get PDFThis research explores the involvement of career women and its effects on achieving family unity using the Maqashid Shariah framework. The research approach in this article is normative and is analyzed qualitatively. The data analysis technique employed is deductive, used to determine the rights and responsibilities of husbands and wives in the gender concept, which is then further examined, developed, and described in more detail using the study of Maqashid Shariah. The findings are women pursuing careers have both positive and negative impacts. The negative impact includes reduced interaction with family members and potentially less affection for their children. On the positive side, career-oriented women can self-actualize, contribute their knowledge to society, build extensive networks and experiences, and help meet their family’s financial needs. Career women who effectively integrate their professional and family responsibilities can establish a harmonious balance between individual needs and familial obligations. Within the Maqashid Shariah framework, this research highlights the importance of ensuring that the role of career women aligns with Islamic values and principles, strengthening family unity, and promoting gender equality. The implications of this research underscore the need for policies and programs that promote gender equity, social support systems, and an awareness of Islamic values among career women. The findings serve as a valuable reference for policymakers and practitioners, aiding in developing strategies that support career women in attaining family unity per Islamic values and principles
Exploring the Implementation of Assessment for Learning in the Asian EFL Context: A Systematic Research Synthesis
Get PDFWhile acknowledging the significant impact of Assessment for Learning (hereinafter referred to as AfL) on student learning, the specific factors that either support or impede its integration into daily classroom practices remain unclear in Asian EFL context. To address this gap, a comprehensive review was undertaken for the purpose of determining the AfL strategies applied in existing literature and the key factors that influence the effective implementation of AfL within particular contexts. This research synthesis summarized clarification and instruction of learning intentions and goals, teachers’ feedback, peer assessment and self-assessment as main AfL strategies applied in Asian EFL classrooms and detected several key elements concerning teachers, students, assessments, and the overall context that influence the effect of the implementation of AfL. By shedding light on these various aspects, this systematic research synthesis contributes to a more comprehensive understanding of the theoretical and practical considerations involved in the implementation of AfL
A Sociocognitive Account of Willingness to Communicate from the Perspective of Complex Dynamic Systems Theory
Get PDFThis study investigates the dynamic nature of second language willingness to communicate (L2WTC) exploring the numerous factors that contribute to the construct. Drawing upon the sociocognitive perspective, we analyzed the environmental, individual, and linguistic factors that influence the development of L2WTC in an Iranian language learning context. Data were collected through interviews, stimulated-recall sessions, journal keeping, and observations from an intact class of five students. The environmental factors identified throughout the analysis stage were interlocutor familiarity, topic, teacher influence, task type, discussion dynamics, and family dynamics. The individual factors that were found to play a role in the development of L2WTC included anxiety, motivation, self-confidence, security, shyness, perfectionism, perceived need for the target language use, cultural identity, personality, interest in the topic, fear of failure, seeking validation, cultural adaptation, and emotional state. Finally, perceived and actual linguistic competence were among the linguistic factors that influenced L2WTC. Overall, the findings of this study confirmed that L2WTC is a multifaceted complex system that is constantly reacting to environmental changes
Leveraging Computational Psychometrics for Language Testing
Get PDFThe recent surge in the popularity of Large Language Models (LLM) for language assessment underscores the growing significance of cost-effective language evaluation in our increasingly digitalized society. This paper posits that the application of computational psychometrics can enable the incorporation of technology into language assessment, enhancing test accessibility for learners while simultaneously elevating the precision of language proficiency evaluation. In this context, computational psychometrics is defined as a fusion of theory-based psychometrics and data-driven methodologies drawn from machine learning, artificial intelligence, natural language processing, and data science. This amalgamation offers a more robust and adaptable framework for analyzing intricate data, particularly within the contemporary landscape of learner-centric assessment. The paper concludes by emphasizing that the integration of computational psychometrics into language assessment opens up promising avenues for future research and practical applications, heralding an era of innovation in this field
Book Review: Individual differences in computer assisted language learning research, Miroslaw Pawlak and Mariusz Kruk (2023), 176 pp., $180.00, Hardback, ISBN: 978-1-032-14590-7, Routledge.
Get PDFIn today’s increasingly globalized world, second language acquisition (SLA) is not only an important research area for the academic community, but is also standard practice for international language learners. The process of SLA is not linear, and it has been found that individual differences can influence SLA. Some of these differences are learners’ cognitive abilities, learning strategies, motivation, affective states, cultural backgrounds, and prior language experiences, which have a profound impact on the speed, quality, and effectiveness of language learning. At the same time, the rapid development of computer-assisted language learning (CALL) technology has resulted in dramatic changes in the process of language teaching and learning, as it provides unprecedented learning opportunities that have unique advantages, such as individualized learning paths, feedback mechanisms, extensive multimedia resources, and experiential learning
The impact of language learning strategies and motivation on L2 writers’ lexical accuracy in response to WCF
Get PDFThe role individual differences play in developing learners’ L2 has received sufficient attention, but only few studies have addressed the relationship between these differences and learners’ lexical development. Accordingly, this study investigates the influence of two learner differences, namely language learning strategies (LLS) and motivation on reducing 63 L2 learners’ lexical errors revised in response to coded teacher feedback. Data was collected from a pretest essay and a survey about students’ motivation to learn. Students received training sessions on how to apply LLS to revise lexical errors in response to coded teacher feedback and filled in a questionnaire about the strategies they used for error correction. After training, students wrote an immediate and delayed post-test essays which were used to monitor any development in their lexical performance. Analysis of students’ errors on the three testing sessions revealed that LLS significantly reduced “connotation”, “unnecessary”, informal, and “general” word errors at different post-tests. Moreover, different factors (feedback method, revision techniques, and sources of revision) influenced students’ lexical error revision. Finally, motivation subscales and total scores showed significant associations with the different types of lexical errors at the pretest; however, at the post-test, a higher total score was significantly associated with lower frequency of “collocation” errors
Book Review: Personality as a factor affecting the use of language learning strategies: The case of university students, Jakub Przybył and Mirosław Pawlak (2023), 210 pp., €129.99, Hardback, ISBN 978-3-031-25254-9, Springer Cham.
Get PDFLanguage learning is a complex process influenced by individual personality traits (Ellis, 2008). Recognizing these traits can lead to more effective and personalized educational approaches (Dörnyei & Skehan, 2003), focusing on enhancing motivation, perseverance, and learning preferences. Educators can create successful language learning experiences by considering learners' strengths and weaknesses and offering appropriate support. Language learning strategies hold significant importance among learner characteristics, as they are consistently associated with higher L2 achievement and self-regulated language learning. However, language learning strategies do not act in isolation; they interact with other learner-related variables, including personality. While some research exists on the connection between personality traits and strategic learning, it remains limited and fragmented, often relying on outdated research instruments. As teachers strive to better understand how personality influences language learning strategies, further exploration is needed to unlock valuable insights and optimize language learning experiences. To fill this gap, Jakub Przybył and Mirosław Pawlak (2023) published a book entitled “Personality as a Factor Affecting the Use of Language Learning Strategies: The Case of University Students” as an attempt to link the reported use of language learning strategies by tertiary L2 learners in Poland to their personality traits
Teachers’ translanguaging practices in providing written corrective feedback: An exploratory study of learners’ affective engagement with feedback
Get PDFThe present study investigated five intermediate English learners’ affective engagement with teacher-generated written corrective feedback. In addition, the mediating effects of the teacher’s translanguaging practices were examined. The data were collected from a total of 10 student essays with teacher feedback on them, followed by a series of qualitative interviews and stimulated recalls. On five of these essays, the teacher only provided feedback in English, but on the other five, she provided feedback in both English and Persian, the teacher’s and learners’ first language (L1). The analysis of the data showed that some of the learners valued the teacher’s feedback in Persian, while others sought to maximize the written English input they received from their teacher. During the stimulated recalls, some learners also mentioned that Persian feedback would be useful in providing meta-feedback. Moreover, the teacher showed her appreciation for using Persian when providing meta-feedback, but referred to some institutional constraints on using Persian. Overall, this study suggests that some learners may value teachers’ use of their L1 in written corrective feedback, thereby engaging with this feedback positively from an affective standpoint
Assessing Socially Responsible Consumption from a Consumer Perspective
Get PDFFor many years, the free-market economy has promoted consumerism, which has been closely linked to rapid economic growth. Growing social exclusion, climate change, air pollution, rising landfill, and poverty are all linked to reckless and irresponsible consumption. These problems affect consumers' decisions, as consumers have become more critical of businesses, more reflective, and more responsible in their purchasing and consumption decisions. Based not only on corporate social responsibility but also on personal interests and the long-term benefits for the environment and society, consumers are determined to change their consumption behaviour towards a more socially responsible one. A questionnaire survey was carried out to find out how socially responsible consumption manifests itself in Lithuania and which stages of consumption are dominated by socially responsible consumption. Therefore, in this research, based on a devised theoretical framework and questionnaire, we attempt to reveal the concept of socially responsible consumption by identifying the stages of consumption as a process and assessing the expression of socially responsible consumption at different stages of consumption in Lithuania from the consumers' point of view
Clear or Real? The Transformation of a Japanese Business Group: How Does Ambiguity Produce Knowledge?
Get PDFThis study examines the sources of continuity and change in complex organizations characterized by multiple embeddedness. The case is built on a vertical business group of Japan’s shipping industry. In a grounded study, sampling was performed in collaboration with HR and, simultaneous data collection/analysis conducted by the author. Semi-structured interviews took place with middle and top managers in the Tokyo HQ and the London subsidiary across June and July, 2019. As a result, it is argued that ambiguity is systemically inherent in organizations – notably in business groups. Ambiguity is explicated as a knowledge production unit that possesses a structure/process duality. As structure, it upholds and reinforces the dominant logic by 1) defining the moment of truth: membership criteria, control matrix, allocation of resources, norms and standards, desired behaviors, activities etc. and, by 2) control and coordination: delineates the scope of allowed informal action, allocates time, space, processes to perform these. As a process, ambiguity is manifest in the autonomous informal action of socialized and acculturated actors. The integration of informally understood and formally codified structures and processes is found effective to sustain the status quo and, to provide for adaptive continuity: ambiguity’s utility reaches as far as facilitating and reinforcing implementation. The paradox of ambiguity’s inertial and constructive aspect is dissolved in a duality which is mobilized by the organizing purpose requiring action; inertia for stability and, its active aspect to attain continuity. Practical implications: management knowledge has overly emphasized clarity and has regarded ambiguity as a risk; a problem to be clarified. Ambiguity, however, is social control & coordination that can be integrated in the formal organization; culture and identity are often more effective than explicit controls in buying support from members for organizational goals and implementing these