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THE EFFECT OF WRITTEN SCAFFOLDS ON DIFFERENT PROFICIENCY LEVELS OF SECOND LANGUAGE (L2) LISTENING COMPREHENSION
Full text linkThis dissertation assesses the impact of written scaffolds on listening comprehension and listening skills. I investigated the role of written scaffolds in two experiments. First, I studied types of written scaffolds (keyword captions, full captions, full transcripts), and then I studied the timing of written scaffolds (before and during the viewing of audiovisual texts). Because the positive impact of reading captions on listening comprehension has been established relatively firmly by existing literature, the current study examined the most effective type of written scaffold on three levels of language proficiency: low level, advanced level, and native speakers. Less research has been conducted on the time of presentation of written scaffolds (before, during) and whether this has an effect on learners' listening comprehension. Three statistical analyses were conducted to test three hypotheses. Results of an analysis of variance (ANOVA) indicated that each of the three written scaffolds was an effective aid in listening comprehension across all three language proficiency levels. Significant interactions in the ANOVA indicated that different written scaffolds were more helpful to different levels of language proficiency. Low level learners found full captions most effective whereas advanced learners favored keyword captions. Native speakers' performance was highest with full transcripts. Results from an analysis of covariance (ANCOVA) suggested that timing has an influence on listening. Keyword captions were more effective when presented during the listening text whereas full transcripts were more useful when presented before. The findings indicate that written scaffolds have the potential for promoting the development of listening skills. Implementation of written scaffolds in a language course should follow the pedagogical model of gradual release of responsibility (Vygotsky, 1978). The discussion aligns the statistical findings to previous research. Contextual data through questionnaires and participants' reflections of the written scaffolds is also presented in the discussion. Pedagogical implications of the research call for incorporating appropriate written scaffolds into second language teaching curricula. Future research should unveil the precise process of decoding multimodal texts and whether learners simultaneously attend to all modes or focus on a specific mode more than the other. Other directions for future research include exploring, with reliable and valid measures, the effects of written scaffolds on the learners' engagement and interest as a factor in listening comprehension
Empowering Research Writing with AI: Practical Strategies for Engaging and Ethical Integration
No full textThis session explores innovative approaches to integrating AI tools like ChatGPT and Video AI into research writing instruction. Participants will learn how to utilize AI to prepare engaging materials as well as foster brainstorming, paraphrasing, collaborative editing, and grammar skills while upholding academic integrity. By blending practical classroom strategies with insights from the presenter\u27s experience, this session offers actionable takeaways for educators seeking to enhance learning outcomes and student engagement in AI-assisted environments
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Full text linkWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Dispelling the Myths Behind First-author Citation Counts
Full text linkWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
koamabayili/VECTRON-author-checklist: VECTRON author checklist
No full textWe have done our best to complete the author checklist relating to the use of animals in the hut study. Note that the objective for the hut study was to evaluate the IRS treatment applications for residual efficacy against Anopheles mosquitoes, including the local An. coluzzii mosquito population. Cows were only used to attract mosquitoes into the huts and no tests were carried out directly on the cows. The author checklist is intended for use with studies where experiments are carried out on animals, which is why we have had such difficulty in completing this for the hut study, as many of the questions do not relate to how the cows were used
Author-wise bibliometric analysis based on entropy.
No full textAuthor-wise bibliometric analysis based on entropy.</p
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