1,720,957 research outputs found
WHAT WORKS (AND WHAT DOES NOT) IN EFL VOCABULARY INSTRUCTION: A SYSTEMATIC REVIEW WITH IMPLICATIONS FOR TERTIARY-LEVEL TEACHING
Get PDFVocabulary knowledge is a core component of second language proficiency and a strong predictor of academic success in English as a Foreign Language (EFL) contexts. Despite extensive research, uncertainty persists regarding which instructional approaches most effectively support sustainable vocabulary development at the university level. This systematic review synthesizes empirical research on EFL vocabulary instruction to identify practices associated with positive learning outcomes, recurring limitations, and pedagogical implications for higher education. Following PRISMA-informed procedures, 44 empirical studies published between 2000 and 2025 were selected and thematically analyzed. The synthesis indicates that explicit, contextualized, and strategy-based instruction consistently supports vocabulary acquisition more effectively than decontextualized or incidental approaches, particularly in input-poor EFL contexts. The review further highlights the importance of addressing the depth of vocabulary knowledge and academic vocabulary demands in tertiary education. Based on the findings, the article outlines a research-informed framework for university-level EFL vocabulary instruction. Article visualizations
BRIDGING PARADIGMS: RETHINKING QUANTITATIVE, QUALITATIVE, AND MIXED METHODS IN CONTEMPORARY RESEARCH
Get PDFThe evolution of research methodology reflects a persistent effort to reconcile the measurable and the meaningful in the pursuit of knowledge. This paper examines the paradigms of quantitative, qualitative, and mixed methods through a conceptual lens, questioning the widespread belief that methodological hybridity is inherently superior. It argues that such assumptions often overlook the philosophical divergences that define each tradition and the necessity of aligning methodological choice with epistemological coherence. Through a reflective synthesis of historical and theoretical perspectives, the discussion challenges the notion that combining approaches automatically enhances validity or depth. Instead, it calls for principled methodological reflexivity, an awareness that the strength of any method lies in its fit with the research question rather than disciplinary fashion. Ultimately, the paper advocates for a more integrative, self-aware research culture that privileges epistemological alignment over methodological trends. Article visualizations
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
SENTENCE COMPLEXITY IN EFL LEARNERS’ WRITING: A SYNTACTIC ANALYSIS OF UNIVERSITY STUDENTS’ COMPOSITIONS
Get PDFThis quasi-experimental study investigates the impact of explicit instruction in critical thinking (CT) on the syntactic complexity of English as a Foreign Language (EFL) students' argumentative writing. Specifically, it explores whether teaching CT enhances the use of complex sentence types, namely compound, complex, and compound-complex sentences, as indicators of higher-order thinking skills (HOTS). Intact EFL classes (N = 100), randomly assigned to experimental and control groups, participated in a pre-test and post-test design. The experimental group received CT instruction embedded within their writing course, while the control group followed a standard curriculum. Syntactic complexity was measured using metrics such as Mean Length of Sentence (MLS), number of clauses per sentence, and frequency of complex sentence types (compound, complex, and compound-complex). Post-test results revealed that the experimental group significantly outperformed the control group in all complexity measures. Specifically, the experimental group demonstrated higher mean sentence length, t(98) = 8.87, p < .001, d = 1.78; more clauses per sentence, t(98) = 10.12, p < .001, d = 2.03; greater use of complex sentences, t(98) = 7.21, p < .001; and compound-complex sentences, t(98) = 6.47, p < .001. These findings suggest that explicit CT instruction fosters not only higher-order thinking but also measurable syntactic development, highlighting a strong link between cognitive and linguistic complexity in EFL writing. Article visualizations
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
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
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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