1,720,955 research outputs found
Does ChatGPT-Integrated Learning Affect Indonesian EFL Learners’ Grammar Achievement?
Get PDFWhile artificial intelligence in language learning has gained more attention, the effect of ChatGPT-integrated learning on English grammar remains largely underexplored. To address this significant gap, this study aims (1) to investigate the effect of ChatGPT-integrated learning on English grammar achievement and (2) to explore learners’ experiences and perceptions after engaging with ChatGPT to learn English grammar concepts. Sixty learners were involved in this quasi-experimental study, split into experimental and control groups. During the 6-week language instruction, the experimental group received ChatGPT-integrated grammar learning while the control group received non-ChatGPT-integrated grammar learning. Data were collected from pre-test, post-test, and semi-structured interviews. The quantitative data, the pre-test and post-test, were analyzed using the Mann-Whitney U Test, while the qualitative data, the semi-structured interview, were examined through thematic analysis. The result revealed that ChatGPT-integrated learning enhanced students’ grammar achievement. Although both groups enhanced their grammar scores, students from the experimental group obtained significantly higher scores than those from the control group. Most students had favorable perspectives on using ChatGPT in their English grammar learning instructions. However, some were found to worry about the likelihood of dependency and declined critical thinking. Careful planning of its pedagogical compatibilities, communication of potential risks and ethical considerations, and guidelines are needed to navigate the complexities involved in adopting ChatGPT into ELT classrooms and to mitigate the potential drawbacks of ChatGPT within the education field. This study, therefore, calls for policies and guidelines to integrate ChatGPT into curriculums
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
Factors Influencing Indonesian EFL Learners’ Willingness to Speak English in Classrooms
Get PDFIn the current second language pedagogy, understanding factors that contribute to learners’ willingness to speak English in classrooms is fundamental for teachers. The aims of this present study are (1) to find out the extent to which Indonesian EFL learners are willing to speak English in classrooms and (2) to investigate the factors that influence their willingness to speak English in classrooms. A descriptive quantitative design was employed in this study. This study involved 91 English learners of the University of Bengkulu. An adapted willingness to speak English questionnaire was used to collect the data. The findings indicate that most of the learners are willing to speak English in classrooms. Furthermore, some factors are found to influence the learners’ willingness to speak, including topic familiarity, topic interest, topic preparation, topic comfort, challenging topic, group size, task familiarity, seating arrangement, gender and age of interlocutor, interlocutor familiarity, fear of making mistakes, and fear of evaluation. Therefore, several pedagogical implications for teachers have been suggested in this study
AN ANALYSIS OF STUDENTS’ WILLINGNESS TO SPEAK ENGLISH IN CLASSROOM (A study of the Second Semester Students at the English Education Study Program of the University of Bengkulu in the Academic Year of 2019/2020)
No full textThe aims of this present study are firstly to find out the extent to which second
semester students of English Education Study Program in University of Bengkulu
are willing to speak English in classrooms; and secondly, to investigate the factors
that influence their willingness to speak English in classrooms. A descriptive
quantitative design was employed in this study to survey 91 students. In collecting
the data, this study utilized an adapted questionnaire consisting 28 items. The
findings indicate that most of the students are willing to speak English in
classrooms. Furthermore, a number of factors are found to influence the students’
willingness to speak, including topic familiarity, topic interest, topic preparation,
topic comfort, challenging topic, group size, task familiarity, seating arrangement,
gender and age of interlocutor, interlocutor familiarity, and fear of making
mistakes. Based on the results, teachers need to take some pedagogical
interventions to overcome the factors that influence students’ willingness to speak
English in classrooms.
Keywords: willingness to speak English in classrooms, second semester students,
English major students, EFL student
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
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
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