1,720,961 research outputs found
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe 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
Concurrent Group-Dynamic Assessment of Intermediate EFL Learners’ Receptive and Productive Vocabulary Size
No full textAunque los estudios de investigación sobre la valoración dinámica (DA) arrojaron resultados prometedores en el campo de la enseñanza de idiomas, se ha prestado escasa
atención al examen de la eficacia de la valoración dinámica de grupos (G-DA) en relación
con el desarrollo del vocabulario. A tal efecto, el presente estudio de método mixto se diseñó
para inspeccionar el potencial del G-DA concurrente para ampliar el tamaño del vocabulario
receptivo y productivo de 56 estudiantes iraníes con nivel intermedio de inglés como lengua
extranjera. El estudio utilizó dos modalidades: el grupo de control, al que se le enseñaron
los vocabularios seleccionados mediante procedimientos tradicionales como el uso de lista de palabras; y el grupo experimental que recibió apoyo grupal para hacer ejercicios de
vocabulario dentro del marco G-DA. Los resultados de una serie de pruebas t de muestras
independientes indicaron el efecto significativo de G-DA en la mejora del tamaño del vocabulario receptivo y productivo de los estudiantes de inglés como lengua extranjera. Los
datos cualitativos enfatizaron el papel de la mediación grupal en mejorar la motivación del alumnado al incrementar la adquisición del vocabulario en el marco de GDA y mantener su
actitud positiva hacia el G-DA.Although research studies on dynamic assessment (DA) yielded promising
results to the field of language teaching, scant research attention has been paid to examining
the effectiveness of group dynamic assessment (G-DA) in relation to vocabulary development. To this effect, the present mixed-methods study was designed to inspect the potential
of concurrent G-DA in enlarging receptive and productive vocabulary size of 56 Iranian
intermediate EFL learners. The study used two modalities: the control group, which was
taught the selected lexical items through traditional procedures such as using word lists; and
the experimental group, which was offered group-based supportive prompts for doing vocabulary exercises within the G-DA framework. The results of a series of independent-samples
t-tests indicated the significant effect of G-DA in enhancing receptive and productive vocabulary size of EFL learners. The qualitative data underscored the role of group mediation in
increasing learners’ motivation to increase vocabulary uptake within the G-DA framework
and maintaining their positive attitude toward G-DA
Do well-being and emotion regulation predict L2-teacher grit?
No full textThis study probed the association between second or foreign language (L2) teacher well-being, emotion regulation, and L2 grit with a cohort of 172 (120 female and 52 male) EFL (English as a foreign language) university instructors. The results of multiple regression revealed that well-being and emotional regulation were significant predictors of L2 grit among EFL instructors in the context of Turkey. Moreover, the findings indicated that teachers’ well-being was a better predictor of domain-specific grit than emotion regulation. The findings suggest that L2 teachers’ perseverance and passion for L2 teaching might hinge upon their well-being and the ability to sustain positive emotions. The implications are further discussed in the context of teacher education.Este estudio exploró la asociación entre el bienestar, la regulación emocional y la tenacidad en profesores de segunda o lengua extranjera (L2) con una cohorte de 172 instructores universitarios de inglés como lengua extranjera (120 mujeres y 52 hombres). Los resultados de la regresión múltiple revelaron que el bienestar y la regulación emocional fueron predictores significativos de la tenacidad en L2 entre los instructores de en el contexto de Turquía. Además, los hallazgos indicaron que el bienestar de los profesores fue un mejor predictor de la tenacidad específica del dominio que la regulación emocional. Los resultados sugieren que la perseverancia y pasión de los profesores de L2 para la enseñanza podrían depender de su bienestar y de su habilidad para mantener emociones positivas. Se discuten las implicaciones en el contexto de la educación de profesores
El bienestar y la regulación emocional predicen la tenacidad del profesor de L2?
Get PDFThis study probed the association between second or foreign language (L2) teacher well-being, emotion regulation, and L2 grit with a cohort of 172 (120 female and 52 male) EFL (English as a foreign language) university instructors. The results of multiple regression revealed that well-being and emotional regulation were significant predictors of L2 grit among EFL instructors in the context of Turkey. Moreover, the findings indicated that teachers’ well-being was a better predictor of domain-specific grit than emotion regulation. The findings suggest that L2 teachers’ perseverance and passion for L2 teaching might hinge upon their well-being and the ability to sustain positive emotions. The implications are further discussed in the context of teacher education.Este estudio exploró la asociación entre el bienestar, la regulación emocional y la tenacidad en profesores de segunda o lengua extranjera (L2) con una cohorte de 172 instructores universitarios de inglés como lengua extranjera (120 mujeres y 52 hombres). Los resultados de la regresión múltiple revelaron que el bienestar y la regulación emocional fueron predictores significativos de la tenacidad en L2 entre los instructores de en el contexto de Turquía. Además, los hallazgos indicaron que el bienestar de los profesores fue un mejor predictor de la tenacidad específica del dominio que la regulación emocional. Los resultados sugieren que la perseverancia y pasión de los profesores de L2 para la enseñanza podrían depender de su bienestar y de su habilidad para mantener emociones positivas. Se discuten las implicaciones en el contexto de la educación de profesores
El bienestar y la regulación emocional predicen la tenacidad del profesor de L2?
Get PDFThis study probed the association between second or foreign language (L2) teacher well-being, emotion regulation, and L2 grit with a cohort of 172 (120 female and 52 male) EFL (English as a foreign language) university instructors. The results of multiple regression revealed that well-being and emotional regulation were significant predictors of L2 grit among EFL instructors in the context of Turkey. Moreover, the findings indicated that teachers’ well-being was a better predictor of domain-specific grit than emotion regulation. The findings suggest that L2 teachers’ perseverance and passion for L2 teaching might hinge upon their well-being and the ability to sustain positive emotions. The implications are further discussed in the context of teacher education.Este estudio exploró la asociación entre el bienestar, la regulación emocional y la tenacidad en profesores de segunda o lengua extranjera (L2) con una cohorte de 172 instructores universitarios de inglés como lengua extranjera (120 mujeres y 52 hombres). Los resultados de la regresión múltiple revelaron que el bienestar y la regulación emocional fueron predictores significativos de la tenacidad en L2 entre los instructores de en el contexto de Turquía. Además, los hallazgos indicaron que el bienestar de los profesores fue un mejor predictor de la tenacidad específica del dominio que la regulación emocional. Los resultados sugieren que la perseverancia y pasión de los profesores de L2 para la enseñanza podrían depender de su bienestar y de su habilidad para mantener emociones positivas. Se discuten las implicaciones en el contexto de la educación de profesores
The effect of positive emotion on foreign language teacher engagement and well-being: A cross-cultural comparison
Get PDFpeer reviewedForeign language teaching enjoyment (FLTE) has recently been introduced as a broad positive emotion experienced by foreign language (FL) teachers, despite obstacles embedded in FL teaching. However, identifying its psychological outcomes – and the cultural specificity of these outcomes – has received scant research attention across different contexts. The present cross-cultural study aims to investigate whether teachers’ FLTE can predict and influence engagement and well-being in the English as a foreign language (EFL) context of Iran and China. A series of structural equation models (SEMs) indicated that EFL teachers’ FLTE affected their work engagement and well-being in both Iranian and Chinese samples, with structural invariance tests confirming the group-level differences between Iranian and Chinese EFL teachers in the light of FLTE outcomes. The study provides insight into the positive outcomes of positive emotions in FL teaching as framed by the lens of positive psychology. In addition, a rare non-Western cross-cultural comparison contributes to the ongoing discussions in literature regarding the influence of cultural contexts on the experience and outcome manifestation of positive emotions
Variations on the Author
Get PDF“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
Get PDFWe 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
Get PDFWe 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
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