1,720,965 research outputs found
Self taught : a case study of successful self-directed strategies, practices, and affordances used by newcomers engaged in English as an additional language learning in the workplace
No full textIn recent years, British Columbia has welcomed more newcomers than ever before (Mendicino, 2019). British Columbia’s newcomers, many of whom speak English as an additional language (EAL), bring valuable skills, training, and experience to the Canadian workplace. These workspaces become places of ad lib, self-directed EAL learning. The new EAL skills acquired within the workplace, in turn complement and build on the resources newcomers already bring, to the benefit of coworkers, employers, and the community. Understanding and supporting self-driven EAL learning facilitates newcomers realizing their potential in a new place. This qualitative case study (Duff & Anderson, 2015) used a series of interviews and a focus group to look at the successful self driven language learning strategies, practices, and tools used by newcomers as they learn EAL in the workplace. Data were analyzed using a thematic approach (Braun & Clarke, 2006). Following an additional language socialization framework (Duff, 2007; Duff & Talmy, 2011), data collected suggested that sympathetic interlocuters play a key role in workplace language learning through direct and indirect support, correction, and language learning synthesis. Further, interlocuters initially communicate existing language around workplace rules and policies, then eventually participate as co-constructors along with newcomers in the new workplace social group that fosters language learning. Findings also indicated participants employ metacognitive strategies (Oxford, 2017) to determine who and how to ask for assistance, to understand how to organize their learning methods, and to reflect on learning and goals. The study also found that participants engage in regular practices like meaning making and self-directed study to learn workplace English. Thus, a nuanced understanding of workplace additional language socialization is emerging, with implications for supporting newcomers as they participate in the English-speaking sectors of the Canadian workforce. The implications of this study include contributing a layer of academic understanding to self-directed EAL learning in Canadian workplaces where English is the language of business and communication. The study may also provide insights which can inform curriculum development for workplace language socialization courses and general EAL courses for newcomers.Education, Faculty ofEducation, School of (Okanagan)Graduat
The perceived benefits of using English as an additional language learning materials created according to a principled framework
No full textThis qualitative study explores the perceived benefits of using English as an additional language learning materials created according to a set of principles grounded in a general education theory, second language acquisition (SLA) theory, and materials development principles. Additional language learning instructors often need to either create their own language learning materials from scratch, choose language learning materials, or edit pre-existing language learning materials when teaching. Despite this regular practice, questions remain over the effectiveness of choosing, creating, or editing language learning materials. The overarching research question for this study was related to how English for academic purposes students perceive the benefits of using English language learning materials developed according to a set of predetermined principles related to effective EAL teaching and learning. Qualitative methods contributed to the data collection of this study, including an online questionnaire and semi-structured interviews. Data collected suggested that language learning materials created according to the adopted principled framework for this study are beneficial for students as they can improve listening skills, foster autonomy, increase interactions, improve speaking skills, increase motivation, take advantage of video-learning, activate cognitive skills, and increase relevance of the entire materials. The results of this study can aid language learning materials writers by providing them with a set of principles for the creation of language learning materials. Furthermore, the results of this study can inform policy makers regarding materials development time for teacher and professional development opportunities. Additionally, the results can also inform teacher education to include more courses related to of additional language learning materials.Education, Faculty ofEducation, School of (Okanagan)Graduat
The development of intercultural communicative competence through online modules in an English for academic purposes program : understanding the multiple layers of additional language socialization at play in a post-secondary context
No full textEnglish for academic purposes (EAP) programs are an educational pathway for undergraduate students using English as an additional language (EAL), many of whom are international students. These programs typically support students in balancing the cultural and academic demands of multiple literacies related to their academic studies (Hyland, 2002; Hyland, 2006). However, EAP students often report feeling challenged by transitioning into post-secondary academic settings (Douglas et al., 2022; Tweedie & Kim, 2015) and adjusting to intercultural interaction (Keefe & Shi, 2017; Zhang & Zhou, 2010; Zhou & Zhang, 2014). This dissertation presents findings from a qualitative case study into the impacts of intercultural communicative competence (ICC) learning outcomes developed via an online asynchronous module which was completed by EAP students over a 10-week period as part of their regular studies. The conceptual framework draws on EAP in the Canadian context (Douglas et al., 2022), intercultural communicative competence (Byram, 1997; 2021), and additional language socialization (Duff, 2007). The study illuminates how an online module informed by models of intercultural competence (Deardorff, 2006; 2011) and intercultural communicative competence (Byram, 1997; 2021) mediated additional language socialization and the development of overall EAL communicative competence in a post-secondary EAP program, and more broadly within a new academic setting and community. Qualitative questionnaires, document analysis of student multi-modal e-Portfolios, focus group interviews, and individual interviews were used to generate data with the student and instructor participants. Data were thematically analyzed, with representative quotes used to illustrate prevalent themes and identify the perceived impacts of the module. Analysis of the data identified six overarching themes related to the research questions: learning opportunities, nuances of asynchronous learning, intercultural competence development, language development, learner characteristics, and life on and off campus all supported the development of ICC and EAL skills, which interacted to suggest that the modules supported the students’ additional language socialization and participation in the wider campus and local communities within and beyond their EAP studies. The results indicate the overall efficacy of using online asynchronous tools to support EAP learners. Such findings have implications for pedagogy, EAP programming, provision of services, professional development, and policy.Education, Faculty ofEducation, School of (Okanagan)Graduat
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
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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