Pedagogy eJournal最新文献_第6页

The Use of Subtitled Movies for Vocabulary Acquisition in ESP Settings: Insights from an Experimental Study in Algeria 字幕电影在ESP词汇习得中的应用:来自阿尔及利亚实验研究的启示

Pedagogy eJournal Pub Date : 2018-09-15 DOI: 10.2139/ssrn.3258750

F. Bellalem, B. A. Neddar, Habib Bouagada, Dalila Benelhadj l Djellou

{"title":"The Use of Subtitled Movies for Vocabulary Acquisition in ESP Settings: Insights from an Experimental Study in Algeria","authors":"F. Bellalem, B. A. Neddar, Habib Bouagada, Dalila Benelhadj l Djellou","doi":"10.2139/ssrn.3258750","DOIUrl":"https://doi.org/10.2139/ssrn.3258750","url":null,"abstract":"Research in the field of second language acquisition indicates that exposure to subtitled movies as comprehensible input generally enhances the acquisition of vocabulary. This paper reports on an experimental study which seeks to explore the effects of using subtitled movies on the vocabulary acquisition of English for Specific Purposes (ESP) university students in Algeria. The aim is to possibly find empirical evidence using ESP programs in Algeria as a case study. In order to achieve this aim, a sample of participants were recruited for the research and were randomly divided into control group, those who were asked to watch a movie without subtitles, and treatment group, those who were exposed to the movie with subtitles. The two groups were later asked to complete a Vocabulary Test (VT), which involved thirty vocabulary items identified from the movie. The VT was quantitatively analyzed using the one-way ANOVA procedure to determine the statistical significance of vocabulary acquisition. The findings indicate that using subtitled movies clearly enhances the learning of new vocabulary, and that the vocabulary acquisition of the treatment group is much greater than the acquisition of the control group. As a conclusion, it is noted that these results are generally congruent with current theory in the field. It is recommended that ESP teachers in Algeria need to encourage the use of multimedia in their language classrooms towards enhancing their learners’ vocabulary acquisition.","PeriodicalId":173713,"journal":{"name":"Pedagogy eJournal","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128414755","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 11

An Evaluation of Mid-Day Meal Scheme in Chatra District of Jharkhand 贾坎德邦查特拉地区午餐计划的评估

Pedagogy eJournal Pub Date : 2018-09-07 DOI: 10.2139/ssrn.3245873

T. Kumar

引用次数: 3

Effect of Redesigned Classroom on Secondary Students’ Learning Behaviour 课堂重新设计对中学生学习行为的影响

Pedagogy eJournal Pub Date : 2018-09-01 DOI: 10.2139/ssrn.3258759

Noor Haslina Mohd Nor, Radha M K Nambiar, Kemboja Ismail, Shahira Adam

{"title":"Effect of Redesigned Classroom on Secondary Students’ Learning Behaviour","authors":"Noor Haslina Mohd Nor, Radha M K Nambiar, Kemboja Ismail, Shahira Adam","doi":"10.2139/ssrn.3258759","DOIUrl":"https://doi.org/10.2139/ssrn.3258759","url":null,"abstract":"The objective of this paper is to illustrate how the redesigned classroom has affected student learning behavior in terms of the learner centered environment, self-directed and independent learning, improved 21st century skills, and better peer interaction. Data were collected through questionnaires, observations and focus group discussions from four secondary schools in Selangor, Malaysia which had redesigned classrooms. The findings show that the classrooms allow students to enjoy more learner centered activities with easy access to technology and learning is more individualized. Having access to materials online allowed students to view them as many times as they wanted to help internalize their understanding. Students are also encouraged to be self-directed and practice self-learning by discussing and sharing ideas with one another which helped build their confidence. Students reported developing better information skills, communication skills, negotiation skills and other 21st century skills. The redesigned classrooms provide a safe environment for better peer interaction and participation in learning among students. It is clear that students are comfortable to engage in better learning and understanding in the redesigned classroom with improved levels of motivation and interest.","PeriodicalId":173713,"journal":{"name":"Pedagogy eJournal","volume":"529 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132386342","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Testing Students’ Entrepreneurial Self-Efficacy as an Early Predictor of Entrepreneurial Activities: Evidence from the SEAS Project 创业自我效能测试作为创业活动的早期预测因子:来自SEAS项目的证据

Pedagogy eJournal Pub Date : 2018-05-16 DOI: 10.7341/20181415

Krzysztof Zięba, J. Golik

{"title":"Testing Students’ Entrepreneurial Self-Efficacy as an Early Predictor of Entrepreneurial Activities: Evidence from the SEAS Project","authors":"Krzysztof Zięba, J. Golik","doi":"10.7341/20181415","DOIUrl":"https://doi.org/10.7341/20181415","url":null,"abstract":"Over the last forty years, since Bandura (1977) introduced the concept of selfefcacy, there have been a constantly growing number of research publicatons using this concept. Its early development resulted in the creaton of a new construct of entrepreneurial self-efcacy (ESE) proposed for the frst tme by (Chen et al. 1998). Since then, many different groups of research concerning ESE have emerged - one of them is the study of ESE of students. With regard to this partcular group, a recent tendency to study ESE in a pre-post setng can be notced i.a. Karlsson, Moberg (2013), Shinnar, Hsu, Powell (2014), Ismail, Zain, Zulihar (2015). \u0000 \u0000Due to the increasing interest in entrepreneurial self-efcacy research and the need to fll the gap in the literature with regard to European post-communist countries (and partcularly – Poland) (Drnovsek, Wincent, Cardon, 2010), in this paper we present a brief overview of ESE research and pose the queston whether ESE of Polish students can serve as an early predictor of their subsequent entrepreneurial actvites, potentally leading them to nascent entrepreneurship. \u0000 \u0000The research material was collected from the SEAS (Survey on Entrepreneurial Attudes of Students) Project carried out at the Faculty of Management and Economics, Gdansk University of Technology. The research sample was composed of 72 students - ESE was measured in a pre-post setng using a single item based on a fve-point Likert scale. One of the research conclusions is that ESE manifested by student-beginners seems to inﬂuence their later entrepreneurial behavior in a statstcally signifcant way - potentally making ESE a valuable early predictor of future entrepreneurial actvites. In the concluding part of the study, limitatons are discussed and future study developments are indicated.","PeriodicalId":173713,"journal":{"name":"Pedagogy eJournal","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125147287","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 6

The Effect of Relative School Starting Age on Having an Individualized Curriculum in Finland 芬兰相对入学年龄对个性化课程的影响

Pedagogy eJournal Pub Date : 2018-02-08 DOI: 10.2139/ssrn.3120222

Aapo Kivinen

{"title":"The Effect of Relative School Starting Age on Having an Individualized Curriculum in Finland","authors":"Aapo Kivinen","doi":"10.2139/ssrn.3120222","DOIUrl":"https://doi.org/10.2139/ssrn.3120222","url":null,"abstract":"In Finland, a child in special education receives an individualized curriculum when standard support does not suffice. One factor that may have an impact on the assignment of an individualized curriculum is the relative age of the child. Due to the cutoff date of school starting age, there is an age gap of roughly one year in each class. This difference in relative age can affect through few possible mechanisms: difference in absolute age, peer effects, and the optimal school starting age. In this paper, I study how relative school starting age affects the probability of having an individualized curriculum. I use regression discontinuity design and individual level register data for middle school graduates in 1998â€“2014 to estimate the causal effect of relative school starting age. Relatively younger graduates are 1.4 percentage points more likely to have a partially individualized curriculum than graduates who are a year older. Respectively, older graduates are 1.8 percentage points more likely to have a regular curriculum. The results are robust and they hold for multiple specifications. I also find that the relative age effect is stronger for girls and students with lower educated parents. Furthermore, when studying temporal variation of the effect, I observe a significant effect only from 2005 onwards. This may be partly explained by the curriculum reform in 2004. My research contributes to the areas of special education and relative age effect. The results are in line with prior literature of relative age.","PeriodicalId":173713,"journal":{"name":"Pedagogy eJournal","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132153136","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Assessment and Evaluation Techniques 评估与评价技术

Pedagogy eJournal Pub Date : 2017-06-01 DOI: 10.17323/2411-7390-2017-3-2-30-38

Tatiana Baranovskaya, Valentina Shaforostova

{"title":"Assessment and Evaluation Techniques","authors":"Tatiana Baranovskaya, Valentina Shaforostova","doi":"10.17323/2411-7390-2017-3-2-30-38","DOIUrl":"https://doi.org/10.17323/2411-7390-2017-3-2-30-38","url":null,"abstract":"Assessment and evaluation have always been important; they are linked to language teaching methodology, program outcomes, language teacher competencies, language standards and second language acquisition training. They can serve many different policies and can come in different forms. Assessment and evaluation have always been seen as the responsibility of the specialists, but they have rarely been included as a component in English language teacher (ELT) training. However, the ELT field has been experiencing a major shift in assessment and evaluation with effects on teachers, and learners around the world. It has also been influenced by a major questioning of traditional forms of testing and the underlying psychometric principles of measurement in ELT. Recent studies reveal that the reconceptualization of English language assessment and evaluation provides systematic information about student learning in relation to their performance and contributes to better understanding of their strengths and weaknesses. In many ways ELT has lagged behind the rest of education in the exploration of new theories and assessment and evaluation tools, including self-assessment. This research gap was generated partly because of the lack of integration with mainstream educational theory and practice in many areas of ELT, and partly because of powerful positions of traditional English language tests. The attempt to bridge this gap has lead to the research carried out. The aim of this article is to elaborate different assessment techniques that may better address student learning needs, improve student learning and engage students in self-assessment, including the sequence of steps that could lead to self-assessment. The study shows that the techniques implemented to develop self-assessment enable students to perform well. \u0000 \u0000This article is published under the Creative Commons Attribution 4.0 International License.","PeriodicalId":173713,"journal":{"name":"Pedagogy eJournal","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122374117","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 13

Online Forums as a Mirror Reflecting the World of ESP 在线论坛是反映ESP世界的一面镜子

Pedagogy eJournal Pub Date : 2016-12-01 DOI: 10.17323/2411-7390-2016-2-4-24-30

Agnieszka Dzięcioł-Pędich

{"title":"Online Forums as a Mirror Reflecting the World of ESP","authors":"Agnieszka Dzięcioł-Pędich","doi":"10.17323/2411-7390-2016-2-4-24-30","DOIUrl":"https://doi.org/10.17323/2411-7390-2016-2-4-24-30","url":null,"abstract":"The article presents the analysis of most frequent threads in four Internet forums to see what can be learnt about ESP teachers’ interests and understanding of the concept of English for Specific Purposes (ESP). The results show that the majority of discussions revolve around the choice of materials for different types of ESP. This might suggest that forum members know very little about oral and written communicative strategies of a given profession and rely on the expertise of course books writers to provide them with such knowledge. Moreover, the analysis shows that forum members do not discuss how to teach individual language skills but how to teach different types of ESP which might indicate that there is a greater difference between teaching the same skills in two branches of ESP than there is between teaching different skills with a single type of ESP. The results also indicate that some users feel that ESP teachers should be interested in more than just linguistics, but there are those who claim that the main difference between ESP and general English lies in vocabulary. This polarity of opinions shows that no established view of ESP may exist. The analysis further suggests that the distinction between ESP and EGP is clearer to those who are more interested in learners’ professional needs. Finally, the choice of topics in the analysed threads indicates that forum members and their visitors are interested not only in ESP, but in subjects which have nothing to do with ESP.","PeriodicalId":173713,"journal":{"name":"Pedagogy eJournal","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130738533","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Difficulties of Saudi Arabian Female Students Studying English Abroad 沙特阿拉伯女学生在国外学习英语的困难

Pedagogy eJournal Pub Date : 2016-09-26 DOI: 10.2139/ssrn.2843942

Saleh . Alqefari

引用次数: 4

Social Ties of University Students: Evidence from a Longitudinal Survey in Russia 大学生社会关系:来自俄罗斯纵向调查的证据

Pedagogy eJournal Pub Date : 2016-06-03 DOI: 10.2139/ssrn.2789403

E. Krekhovets, L. Leonova

引用次数: 0

Instead of Suspension: Alternative Strategies for Effective School Discipline 代替停课:有效学校纪律的备选策略

Pedagogy eJournal Pub Date : 2015-03-23 DOI: 10.2139/ssrn.3652552

Jane R. Wettach, J. Owen

{"title":"Instead of Suspension: Alternative Strategies for Effective School Discipline","authors":"Jane R. Wettach, J. Owen","doi":"10.2139/ssrn.3652552","DOIUrl":"https://doi.org/10.2139/ssrn.3652552","url":null,"abstract":"This report catalogues eleven alternatives to school discipline designed to transform school discipline from a system of punishment to a system of student development. The various alternatives have been shown to improve student behavior, maintain school safety, and enhance academic achievement. The approaches fall into three categories. First are programs that seek to improve the culture within an entire school. They rely on professional development to encourage all school staff to implement positive behavioral interventions. Second are programs that teach individual professionals better skills in behavior management and student discipline. Both teachers and school resource officers are targeted by these programs that teach adolescent development and effective conflict resolution. Third are approaches that change the response of school to misbehavior by students. These approaches either replace school suspension with another type of response to misconduct or offer alternative activities to students during times of suspension. Most aim to help students avoid future misconduct. The final strategy highlighted in the report, Policies Reducing the Use of Suspension as a Discipline Tool, can complement any of the other approaches described.","PeriodicalId":173713,"journal":{"name":"Pedagogy eJournal","volume":"186 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131515802","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 23