7 research outputs found
Investigating EFL Learners’ Perceptions towards the Difficulties in Oral Presentation at Kandahar University
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This research paper examined the difficulties of oral presentation, strategies coping with difficulties used in oral presentations and the perceived role of lecturer in improving EFL learners’ oral presentation skills. With regard to achieving these objectives, questionnaires distributed to 150 EFL learners, and face-to-face interviews were conducted. The quantitative data were analyzed through SPSS by conducting percentages, independent sample t-test and ANOVA tests. The results of the study revealed that learners had a problem with oral fluency, accuracy and pronunciation during oral presentation, feel frightened when a lot of people are watching them, afraid of being assessed by their classmates in front of the class, having low self-confidence. The results also revealed some strategies coping with difficulties used in oral presentation such as, learners have to prepare themselves properly before an oral presentation. Furthermore, considering a crucial role of lecturer in improving oral presentation skills, lecturer has to show learners videos of good speakers for enhancing their presentation skill and lecturer has to give learners freedom to choose their own topic that lowers their anxiety were discovered for more consideration. It is hoped that the ideas discussed will provide the learners and lecturers with basic guidelines of how to improve the learners’ oral presentation and assist the learners to work their way out of anxiety
The 2008 Sichuan Earthquake and Its Impacts on Economy
No full textChina, with one of the largest populations and the second-largest gross domestic product (GDP), experiences severe earthquake disasters. The Great Sichuan earthquake, one of the deadliest in Chinese history and the most devastating in China since the 1980s, occurred in 2008. This earthquake is characterized by its massive damage to the economy and the loss of a huge number of human lives. This study primarily focused on summarizing the existing studies related to the economic impacts of the Sichuan earthquake and specifically sought to identify the impacts of the Sichuan earthquake on the economy in the affected area. As a result, the earthquake had a significant long-term negative impact on the overall GDP. The earthquake greatly affected the tourist industry, and it has destructively influenced the development of the tourism industry in the quake-hit area. Also, this earthquake harmed the agricultural output in the damaged areas with different magnitudes in the Sichuan province. In addition, the Sichuan earthquake caused extensive damage to local critical infrastructure. The results implied that agricultural, tourism, and infrastructure inputs were reduced in the affected areas. Finally, it could serve as an important reference for the development program after a major earthquake
Exploring the Challenges towards Active Learning at a Public University in Afghanistan: A Case Study of EFL Lecturers’ Perceptions
No full textActive learning is often connected with teaching and learning that is progressive and involves active student participation. The chief purpose of this research project was to explore Afghan EFL lecturers’ perceptions towards challenges hampering active learning. With regards to achieving this objective, a qualitative research approach, in particular, face-to-face interviews were conducted. The researcher interviewed and collected the data from seven EFL lecturers in the Languages and Literature Faculty and EFL lecturers in Education Faculty at Kandahar University. This study identified large classes, lack of technological facilities, lack of time, shortage of lecturers, and cultural issues as the challenges hampering active learning
Percepciones de los estudiantes afganos de inglés como lengua extranjera sobre su preparación para el aprendizaje autónomo
No full textIn undergraduate education, autonomous learning is widely regarded as a desirable goal because it adheres to learner-centred approaches and promotes lifelong learning. However, there have been relatively few empirical studies on autonomous learning practices in Afghanistan. This study aimed to investigate how EFL learners perceive autonomous learning as well as their readiness for autonomous learning. The study also aimed to discover the relationship between autonomous learning and readiness; and the difference among their educational levels. A quantitative approach was used to achieve these objectives. The data were collected utilizing a questionnaire and recruited 244 EFL learners at Kandahar University, classified as a public university. Inferential and descriptive statistics were conducted using SPSS v24. The findings revealed positive attitudes toward autonomous learning among EFL learners. However, they did not seem ready to be autonomous in certain areas. For example, learners seemed reliant on their lecturers. Also, the findings indicated no significant difference among educational levels. Additionally, a positive and significant correlation between autonomous learning and readiness for autonomy was found. Practical implications are made for the ministry of higher education and EFL lecturers in light of the findings.
t of the findings.En la enseñanza universitaria, el aprendizaje autónomo está ampliamente considerado como un objetivo deseable porque se adhiere a los enfoques centrados en el alumno y promueve el aprendizaje permanente. Sin embargo, se han realizado relativamente pocos estudios empíricos sobre las prácticas de aprendizaje autónomo en Afganistán. El estudio también pretendía descubrir la relación entre el aprendizaje autónomo y la preparación, así como la diferencia entre sus niveles educativos. Para alcanzar estos objetivos se utilizó un enfoque cuantitativo. Los datos se recogieron mediante un cuestionario y se reclutaron 244 estudiantes de EFL de la Universidad de Kandahar, clasificada como universidad pública. Se utilizó el programa SPSS v24 para realizar estadísticas inferenciales y descriptivas. Los resultados revelaron actitudes positivas hacia el aprendizaje autónomo entre los estudiantes de EFL. Sin embargo, no parecían estar preparados para ser autónomos en determinadas áreas. Por ejemplo, parecían depender de sus profesores. Los resultados tampoco indicaron diferencias significativas entre los distintos niveles educativos. Además, se encontró una correlación positiva y significativa entre el aprendizaje autónomo y la preparación para la autonomía. A la luz de estos resultados, se plantean implicaciones prácticas para el Ministerio de Educación Superior y para los profesores de inglés como lengua extranjera
Afghan EFL Lecturers’ Assessment Practices in the Classroom
No full textThe current study is conducted with the aim to explore the practices and perceptions of Afghan EFL lecturers toward assessment. A second aim of the study is to explore the challenges the lecturers encounter in the implementation of formative assessments in their classes. To serve these basic objectives, a qualitative case study method design was employed with three English language lectures as the participants. Semi-structured interviews were used as the main instrument to collect data. The findings of the study indicated that all three lecturers maintained positive perceptions toward formative assessment and favored it over summative assessment. However, the study also discovered that the lecturers practice summative assessments more than formative assessments in their classrooms. This, as indicated by the lecturers, was due to the fact that their choices of employing certain assessment practices were dictated in terms of certain challenges such as university rules and policies, large classes, and time constraints. Lastly, some suggestions are made that may prove useful to effectively apply formative assessment in Afghan EFL context
Afghan EFL learners’ perceptions of readiness for autonomous learning
No full textIn undergraduate education, autonomous learning is widely regarded as a desirable goal because it adheres to learner-centred approaches and promotes lifelong learning. However, there have been relatively few empirical studies on autonomous learning practices in Afghanistan. This study aimed to investigate how EFL learners perceive autonomous learning as well as their readiness for autonomous learning. The study also aimed to discover the relationship between autonomous learning and readiness; and the difference among their educational levels. A quantitative approach was used to achieve these objectives. The data were collected utilizing a questionnaire and recruited 244 EFL learners at Kandahar University, classified as a public university. Inferential and descriptive statistics were conducted using SPSS v24. The findings revealed positive attitudes toward autonomous learning among EFL learners. However, they did not seem ready to be autonomous in certain areas. For example, learners seemed reliant on their lecturers. Also, the findings indicated no significant difference among educational levels. Additionally, a positive and significant correlation between autonomous learning and readiness for autonomy was found. Practical implications are made for the ministry of higher education and EFL lecturers in light of the findings.
t of the findings.En la enseñanza universitaria, el aprendizaje autónomo está ampliamente considerado como un objetivo deseable porque se adhiere a los enfoques centrados en el alumno y promueve el aprendizaje permanente. Sin embargo, se han realizado relativamente pocos estudios empíricos sobre las prácticas de aprendizaje autónomo en Afganistán. El estudio también pretendía descubrir la relación entre el aprendizaje autónomo y la preparación, así como la diferencia entre sus niveles educativos. Para alcanzar estos objetivos se utilizó un enfoque cuantitativo. Los datos se recogieron mediante un cuestionario y se reclutaron 244 estudiantes de EFL de la Universidad de Kandahar, clasificada como universidad pública. Se utilizó el programa SPSS v24 para realizar estadísticas inferenciales y descriptivas. Los resultados revelaron actitudes positivas hacia el aprendizaje autónomo entre los estudiantes de EFL. Sin embargo, no parecían estar preparados para ser autónomos en determinadas áreas. Por ejemplo, parecían depender de sus profesores. Los resultados tampoco indicaron diferencias significativas entre los distintos niveles educativos. Además, se encontró una correlación positiva y significativa entre el aprendizaje autónomo y la preparación para la autonomía. A la luz de estos resultados, se plantean implicaciones prácticas para el Ministerio de Educación Superior y para los profesores de inglés como lengua extranjera
Assessing drought in Turkish basins through satellite observations
No full textDrought occurs when there is a sustained decrease in rainfall over an extended period, impacting the socio-cultural and environmental aspects of humans and other living beings. The geographic distribution and timing of droughts play a crucial role in drought management and mitigation strategies. Identifying and predicting the onset of droughts in specific regions, especially in watershed areas, is a primary concern in the field of hydrology. This study focuses on how the spatiotemporal patterns of drought are developing in Turkish Basins using detailed data on Terrestrial Water Storage (TWS), precipitation, and temperature at the pixel level. GRACE (Gravity Recovery and Climate Experiment), PERSIANN (Precipitation Estimation from Remotely Sensed Information using Artificial Neural Networks), and WorldClim (World Climate) data sets are employed to assess long-term changes of drought on a basin-scale. Spatial analyses are conducted in a Geographic Information System (GIS) environment for the derivation of basinal monthly mean, minimum, and maximum statistics of TWS, precipitation, and temperature anomalies within Turkish Basins. Time series analyses are implemented to investigate the temporal evolution of droughts in these basins, for the basinal monthly mean, minimum, and maximum statistics obtained. The Mann-Kendall trend test and Pettitt change point detection tests are used to assess the statistical significance of the calculated trends and to expose the existence of any change point therein, respectively. The findings of the study indicate that Turkiye faces a significant risk of drought development in nearly all its basins, particularly after 2016. The GRACE dataset provides realistic insights into the temporal behaviour of hydrological droughts. PERSIANN is effective in identifying years with extreme meteorological conditions, and the standardized precipitation index (SPI) shows similar effectiveness, while they are ineffective in exposing significant trends due to the nature of the precipitation data. WorldClim data proves insufficient for modelling the temporal behaviour of droughts in these basins. This study examines drought patterns in Turkish basins using GRACE, PERSIANN, and WorldClim datasets. Results indicate significant drought risk in most basins, especially after 2016. GRACE offers insights into hydrological droughts, PERSIANN identifies extreme meteorological conditions, and SPI shows similar effectiveness. However, WorldClim data lacks adequacy for drought modelling. imageThe authors would like to thank and acknowledge Hashmatullah Kaihan for his contribution under the effort of his Master's Thesis supervised by the first author
