1,720,965 research outputs found
The Implementation of Educational Texting as an Instructional Facilitator in the Iranian EFL Context
Full text linkEn aquest estudi, mitjançant un mostreig de conveniència, després de l'administració d'una prova de col·locació d'Oxford (OPT), es van seleccionar 74 participants per a aquest estudi. Es van assignar aleatòriament a un grup experimental i a un grup de control per igual.
Per mesurar la capacitat de lectura dels estudiants, la part de lectura de la prova d'anglès preliminar (PET) es va utilitzar com a prova prèvia i més tard com a prova posterior. Per calcular la quantitat d'autonomia entre els alumnes després d'implementar els ítems de vocabulari mitjançant missatges de text, es va distribuir un qüestionari. Es va dur a terme una sessió d'entrevistes semiestructurades entre els participants del grup experimental per comprendre millor les seves percepcions sobre MALL en el context d'aprenentatge de l'anglès. Finalment, per calcular la mida del vocabulari dels alumnes i els seus coneixements de vocabulari, es va realitzar una prova d'associació de paraules (WAT) i una prova de nivell de vocabulari (VLT).
El grup experimental va rebre 108 paraules via SMS durant 18 sessions, incloses 6 paraules en context cobertes en 6 frases. El grup control, va rebre la instrucció tradicional, en un entorn presencial, amb els materials preparats de la classe i del professor. Després de realitzar el posttest, els resultats de l'estudi van revelar que el rendiment d'ambdós grups en funció de la seva prova de lectura és similar i el tractament no va tenir un efecte estadísticament significatiu en el grup experimental.
El segon estudi va revelar que el tractament va tenir un paper molt important en la millora del nivell de motivació dels alumnes del grup experimental. Les percepcions dels participants del grup experimental van mostrar que els estudiants tenen una actitud positiva cap a l'aprenentatge d'idiomes assistit per mòbil en el context d'aprenentatge de l'EFL. El gènere va demostrar no ser un factor diferencial per al rendiment dels aprenents a la prova d'autonomia.
L'aprenentatge de vocabulari mitjançant SMS podria augmentar significativament la mida del vocabulari dels aprenents, les puntuacions dels aprenents en la profunditat del vocabulari no van mostrar diferències estadísticament significatives.En este estudio, a través de un muestreo por conveniencia, después de la administración de un Oxford Placement Test (OPT), se seleccionaron 74 participantes para el propósito de este estudio. Fueron asignados aleatoriamente a un grupo experimental y otro de control por igual.
Para medir la capacidad de lectura de los alumnos, se utilizó la parte de lectura del Examen Preliminar de Inglés (PET) como prueba previa y luego como prueba posterior. Para calcular la cantidad de autonomía entre los alumnos después de implementar los elementos de vocabulario a través de mensajes de texto, se distribuyó un cuestionario. Se realizó una sesión de entrevistas semiestructuradas entre los participantes del grupo experimental para comprender mejor sus percepciones sobre MALL en el contexto de aprendizaje de inglés. Finalmente, para calcular el tamaño del vocabulario de los estudiantes y su conocimiento del vocabulario, se realizaron una prueba de asociación de palabras (WAT) y una prueba de nivel de vocabulario (VLT).
El grupo experimental recibió 108 palabras a través de SMS durante 18 sesiones, incluidas 6 palabras en contexto cubiertas en 6 oraciones. El grupo control, recibió la instrucción tradicional, en un ambiente presencial, con los materiales preparados por la clase y el docente. Después de realizar la prueba posterior, los hallazgos del estudio revelaron que el desempeño de ambos grupos en base a su prueba de lectura es similar, y el tratamiento no tuvo un efecto estadísticamente significativo en el grupo experimental.
El segundo estudio reveló que el tratamiento desempeñó un papel muy importante en la mejora del nivel de motivación de los alumnos en el grupo experimental. Las percepciones de los participantes en el grupo experimental mostraron que los estudiantes tienen una actitud positiva hacia el aprendizaje de idiomas asistido por dispositivos móviles en el contexto de aprendizaje de EFL. El género no mostró ser un factor diferenciable para el desempeño de los aprendices en la prueba de autonomía.
El aprendizaje de vocabulario a través de SMS podría aumentar significativamente el tamaño del vocabulario de los alumnos, las puntuaciones de los alumnos en la profundidad del vocabulario no mostraron diferencias estadísticamente significativas.In this study, through convenience sampling, after the administration of an Oxford Placement Test (OPT), 74 participants were selected for the purpose of this study. They were randomly assigned to an experimental and a control group equally.
To measure learners reading ability, the reading part of the Preliminary English Test (PET) was used as a pretest and later as a posttest. To calculate the amount of autonomy among learners after implementing the vocabulary items through texting, a questionnaire was distributed. A semi-structured interview session was conducted among the participants of the experimental group to further grasp their perceptions towards MALL in the English learning context. Finally, to compute the vocabulary size of the students and their vocabulary knowledge, a Word Association Test (WAT) and a Vocabulary Level test (VLT) were conducted.
The experimental group received 108 words via SMS during 18 sessions, including 6 words in context covered in 6 sentences. The control group, received the traditional instruction, in a face-to-face environment, with the ready-made materials of the class and the teacher. After conducting the posttest, the findings of the study revealed that the performance of both groups on the basis of their reading test is similar, and the treatment did not have a statistically significant effect on the experimental group.
The second study revealed that the treatment played a very important role in improving learners' motivation level in the experimental group. The perceptions of the participants in the experimental group showed that students have a positive attitude towards mobile-assisted language learning in the EFL learning context. Gender showed not to be a distinguishable factor for the performance of the learners in the autonomy test.
Learning vocabulary through SMS could significantly increase the size of the learners' vocabulary, learners' scores on the vocabulary depth did not show statistically significant differences
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
The Reflection of Vocabulary Implementation Through Educational Texting on EFL Learner’s Reading Skill
Full text linkThis paper investigates the efficiency of using text messaging in the EFL reading classroom at the Islamic Azad University-South Tehran Branch, Iran. After the administration of an Oxford Placement Test (OPT), 74 participants who scored one standard deviation above and below the mean were selected. Participants were randomly assigned into two groups, an experimental and a control, each including 37 individuals. The reading part of the Preliminary English Test (PET) was administered as a pretest. The experimental group received 108 words via short messages during 18 sessions. During each session, they received 6 sentences with 6 words in a meaningful context. In contrast, the participants of the control group received traditional instruction. They were given the same structural points through inductive and deductive instruction in the classroom and the words were presented while teaching each unit. After the treatment, the participants in both groups were assigned to do a reading posttest. The results of the ANCOVA revealed no statistically significant difference between the control and the experimental groups regarding their reading scores. Thus, the vocabulary learning via short message did not have any significant effect on Iranian EFL learners' ability to comprehend pre-intermediate level texts
The effect of corrective feedback via a computerized course on Omani EFL learners` writing performance
Full text linkThe present research investigates the efficiency of interactional corrective feedback on Omani EFL learners` writing performance through electronic platforms. To this end, 94 Omani English as a Foreign Language (EFL) learners were selected based on the college placement criteria. The participants were randomly assigned into one experimental group and one control group, each including 47 students. Before starting the treatment, both groups were pretested by a writing test to collect the required data. The experimental group then received the treatment using interactional corrective feedback and additional comments, whereas the control group received only corrective input on forms and structures of the final draft. In addition, to elicit the students’ attitude towards interactional corrective feedback, a survey was distributed among the experimental group’s participants. The Mann-Whitney U test for comparing the control and experimental groups showed a significant difference between the mean scores of the two groups. It means that interactional corrective feedback had a statistically significant effect on EFL learners’ writing performance. Besides, the survey findings showed that participants emphasized the importance of receiving interactional corrective feedback from their teachers. The current study results can have some implications for teachers to implement more feedback sessions, not only on students’ writing tasks but also on the other skills equally
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
The impact of traditional and holistic flipped classrooms on undergraduate students academic writing and autonomy
Full text linkThis study investigated the effects of two approaches in flipped classrooms, including the traditional model, in which the learners were exposed to blended learning in-class and online, and the holistic model, in which the learners participation was fully online through the specified platforms, on academic writing skills and autonomy. To this end, 60 Omani undergraduates with intermediate English proficiency levels were randomly selected as the sample of the study. They were divided equally into one control group and two experimental groups. Researchers designed pretests and posttests in multiple-choice format, which were used to collect data on writing skills. All the tests were validated, and their reliabilities were measured. A questionnaire from Zhang and Li (2004) was adapted to measure the degree of autonomy among the students during treatment. This questionnaire was piloted before the main study and demonstrated high reliability. The findings of the one-month study revealed that the two experimental groups performed significantly better than the control group, with the blended learning group outperforming the fully online group. These results were consistent for the autonomy questionnaire, confirming that flipping the classes, either fully or partially, helps learners become more independent. The study findings are significant for students, instructors, and institutions
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