1,720,967 research outputs found
The Relationship Between Moroccan EFL University Students’ Motivation Orientation and Their Classroom Participation: Exploring the Variables of Gender and Proficiency Level
Full text linkThis paper explores the relationship that may exist between the students’ motivational orientation and their participation in the classroom. The designed questionnaire was concerned with two main points. A motivation section that tapped the students responses to two orientations related to motivation: intrinsic and extrinsic also known as integrative and instrumental. The first one is characterised by the learner's positive attitudes towards the target language group and the desire to integrate into the target language community. The second one underlies the goal to gain some social, academic or economic reward through L2 achievement which suggests a functional purpose of the target language learning. The second questionnaire section targeted the willingness and actual participation of students inside the classroom. Two variables were taken into account, the gender and the proficiency level of the subjects. Results show that almost all the respondents have an intrinsic/integrative motivation orientation, a fact that has a noticeable positive effect on their classroom participation. Other results show that while gender proved to be an influencing factor on classroom participation, the degree of students’ proficiency appeared not to have any significant effect on any of the research variables. Keywords: Motivation orientation, classroom participation, gender, proficiency level
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
Navigating Critical Thinking in the Digital Era: An Informative Exploration
No full textIn the digital era characterized by the pervasive influence of technology, the intersection of critical thinking (CT) and artificial intelligence (AI) has become a topic of paramount importance. This informative article delves into the evolving relationship between these two realms, probing whether AI tools have the potential to either enhance or hinder students\u27 critical thinking capacities. As we navigate the intricate terrain of critical thinking and technology, compelling questions surface. First, how does the amalgamation of AI and digital platforms influence the acquisition of essential critical thinking skills among learners? Delving deeper, the inquiry extends to whether AI-driven tools can offer valuable support in dissecting complex information while preserving the depth and nuance intrinsic to critical thinking. Furthermore, the examination probes into the challenges that emerge when individuals heavily rely on AI-curated information and the potential repercussions on the quality of critical analysis. In addressing the symbiosis of education and technology, educators find themselves at a crossroads. This article contemplates how educators can adapt their strategies to nurture robust critical thinking skills within technology-rich learning environments. A pivotal aspect of this involves empowering students to question, validate, and critically scrutinize information generated by AI, fostering a sense of discernment and independence in their intellectual pursuits. Beyond the pedagogical realm, the discourse extends to ethical considerations. The centrality of technology in shaping cognitive processes brings forth ethical dilemmas that warrant examination. This exploration aims to unravel the intricacies of these ethical considerations when technology becomes a pivotal influencer of our cognitive landscape, emphasizing the importance of ethical awareness in the integration of AI into educational frameworks. Ultimately, this study holds significance in shaping educational practices, fostering societal resilience in the face of information abundance, and promoting ethical considerations in the integration of digital tools. It contributes to a comprehensive understanding of critical thinking in the digital era, ultimately empowering individuals to navigate the intellectual landscape with acumen and ethical responsibility
Understanding Intercultural Competence in Moroccan EFL Education: Perspectives and Practices
No full textIn an era of increasingly diverse educational landscapes, understanding how EFL teachers perceive intercultural competence is crucial for fostering inclusive and effective language learning environments. This mixed-methods study unveils the varied range of perspectives among Moroccan EFL educators affiliated with different Moroccan educational institutions. The sample ensured gender balance and exhibited a range of teaching experiences, spanning from 3 to 15 years. Additionally, the participants covered various teaching levels, contributing to the study\u27s demographic diversity. The quantitative findings reveal strong agreement on its importance (Mean Score: 4.42) and active integration into teaching practices (Mean Score: 4.58), with a positive impact on student achievement (Mean Score: 4.62). Notably, the slight variability in training perceptions (Variance: 0.075) underscores the need for tailored support. Complementing these, qualitative insights delve into individual experiences and challenges, emphasizing the importance of personalized training. This article seeks to contribute to a better understanding of intercultural competence in Moroccan EFL education, providing valuable insights for educators, policymakers, and researchers aiming to enhance language learning experiences in diverse cultural contexts. In the wake of overwhelming agreement regarding the pivotal role of intercultural competence, this study champions the call for targeted professional development opportunities. Therefore, by tailoring interventions to address specific needs related to training and resources, we envision a future where educators feel not only empowered but also well-equipped to adeptly traverse the complexities of diverse cultural terrains, fostering a shared commitment to excellence in education
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
Exploring the Pedagogical Considerations for the Use and Development of Learning Materials in Moroccan EFL Classrooms
No full textInstructional materials play a significant role in language teaching and learning processes as they provide learners with the input needed for them to learn the language effectively. They also support enriching language instruction and stimulate learners’ interests and motivation. The aims of the present study were to explore Moroccan EFL high school teachers’ perceptions of instructional materials, the criteria they follow when developing materials, the types of learning materials they use besides the textbook, and the challenges they encounter in materials development. For this purpose, the study used a mixed methods design that combines both qualitative and quantitative analysis of the data. The sample of the study consisted of 160 public high school teachers who have different teaching experiences. The instruments that were used to collect data included a questionnaire, classroom observation, and document analysis. The results of the study revealed that teachers hold different perceptions about materials. On the one hand, some teachers view materials as anything that can be used to facilitate language learning, while others relate material to grammar worksheets that can be used to support the understanding of certain grammatical items. Further analysis revealed that the materials they develop for their learners focus on grammar with very little attention to communication. In addition, the findings showed that the textbook is the main learning material used in Moroccan EFL classrooms. However, the majority of teachers reported that they are unsatisfied with the EFL materials they use. Moreover, the findings found that teachers are not well trained and do not have the necessary skills that will allow them to develop effective materials. Also, authentic materials are not easily accessible, and they cannot be easily used. The study concluded with some pedagogical recommendations for Moroccan EFL teachers and materials developers
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
Unravelling the Effect of Project-Based Learning on Students’ Engagement and Interest in EFL Classes: An Exploratory Case Study
No full textIt goes without saying that students’ interest and engagement in the learning process lead to better academic achievement. One of the proposed methods and approaches to boost students’ engagement and interest is Project-Based Learning (PjBL). The latter is a student-centered instruction which responds to the rapid changes of the current era, making students at the core of the knowledge construction process. The current qualitative case study seeks to explore the effects of PjBL on students’ engagement and interest in EFL classes. The sample of this study consists of common core students who were taught through PjBL and was selected through convenience sampling. Data was collected through semi-structured interviews after the implementation of PjBL. The findings of this piece of research confirm that Project-ased learning is effective in facilitating and raising students’ engagement and interest in EFL classes to a great extent. This is thanks to the structured stages of PjBL which push learners to go from developing and planning projects, designing tasks, collecting and organizing data, to producing a final artifact. Having to go through all these phases increases students’ engagement and interest in learning. Such a method of teaching merits more attention and consideration from curriculum designers for the benefits it offers
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
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