1,720,969 research outputs found
The Important Role of Teachers’ Feedback during Speaking Activities in Moroccan Classes
No full textThroughout the teaching/learning process of speaking, a teacher’s role is believed to hold great importance. Teachers initiate learners to the whole learning process, and their feedback constitutes the significant step forward that triggers learners towards enunciating a language. As an illustration, Swain (1985, 2000) uses empirical evidence to show the importance of teacher’s feedback during the production of speaking. Relatable to feedback during oral activity are issues that highlight teachers’ pronunciation, fluency, body language, facial expressions, and error correction during the production phase. To identify these areas, the current article used students’ questionnaires. The general aim is to gauge learners’ perceptions, practices and problems. Results highlight the pivotal teachers’ role in the whole process. Therefore, the specific aim of this study is to investigate the role of teachers’ feedback during speaking activities in Moroccan classes. Results show that interaction enhancement and negotiation density do indeed establish the interconnection between accuracy and fluency. Some speech strategists and specialists have already demonstrated how instruction and the way teachers provide feedback do play a major role in learners’ speaking skills including the need for a contrary evidence
The Impact of Wait Time Instruction and Teaching Experience on Teachers’ Feedback in Moroccan Speaking Classes
No full textThe Sociocognitive and Metacognitive Perceptible University Artifacts of Language Proficiency in Scholars\u27 Oral Activity
No full textOral activity serves interactional, transactional, and highly demanding language functions. It is an artifact that recognizes how proficient humans can deal with either socio- or meta-cognitive endeavours. However, while the socio-cognitive schools have emphasized cognitive over strategic ability in deciphering knowledge, the meta-cognitive approach focuses on learning about how humans acquire knowledge during oral activities, using strategies, for instance. This marks a dual processing emphasis not on the socio-cognitive aspect of oral activity, but on how both the act of learning itself and the act of knowing how learning is achieved necessitate tactics. Historically, some of these strategies have been thoroughly identified and investigated, but others remain under research. Therefore, for this knowledge achievement to take place, scholars resort to artifacts such as organisational mechanisms, empowerment tools, value delivery paradigms, teamwork, and reference management. Current research aims to investigate these artifacts in greater detail, shedding light on oral activity more specifically. This research is descriptive, associating what scholars do in specific situations with the impact this can have on their language proficiency. In sum, perceptible university artefacts of language in scholars\u27 oral activity are an attempt to lay the groundwork for linking research on knowledge building to proficiency building
The Impact of Wait Time Instruction and Teaching Experience on Teacherss Feedback in Moroccan Speaking Classes
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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
Cultivating Soft Skills Through Blended Learning: Moroccan Undergraduates\u27 Experiences
No full textIn the context of Morocco\u27s thriving tertiary education sector, cultivating soft skills among students is not just a priority, but a necessity. These skills, which include collaboration, critical thinking, communication, problem-solving, leadership, time management, and interpersonal abilities, are essential for students\u27 holistic development. It is therefore crucial to integrate these skills into the national curriculum. This study, conducted among first-year BA students at Ibn Tofail University in Kenitra, Morocco, presents positive findings from a survey exploring student satisfaction with course design and materials delivered through the Moodle platform. The survey highlighted the effective fostering of soft skills during the Moodle-based learning experience. The Technology Acceptance Model (TAM) served as the theoretical framework to understand the factors influencing students\u27 acceptance and use of the Moodle platform. Results indicate high satisfaction with the blended learning experience, further underscoring the importance of integrating the soft skills blended module into the national curriculum
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